《英語課程標(biāo)準(zhǔn)(2017年版)》強(qiáng)調(diào)培養(yǎng)高中生的表達(dá)能力,提出既要注意培養(yǎng)聽、說、讀、寫的微技能,也要注意四種技能在教學(xué)中的融合,避免孤立的單項(xiàng)技能訓(xùn)練。以讀促寫策略的效果在一些研究中已得到驗(yàn)證,但總體上說,實(shí)施的過程方法還不夠完善;高中生的寫作能力仍然還很弱,無法與閱讀能力同步發(fā)展。M校自2016年起實(shí)施以讀促寫教學(xué),取得了一些進(jìn)展,但仍存在許多問題,比如如何選擇閱讀材料,如何定位讀和寫的結(jié)合點(diǎn)等。本研究分別從學(xué)生和教師的角度對寫作和寫作教學(xué)中存在的問題進(jìn)行調(diào)查,在此基礎(chǔ)上,采用“閱讀-討論-寫作技能訓(xùn)練-寫作”的模式,通過行動研究探討其對高中生英語寫作能力的影響。本文提出了兩個(gè)研究問題:1.從老師和學(xué)生的視角看,以往在高中階段實(shí)施的以讀促寫教學(xué)存在哪些問題?2.改進(jìn)后的以讀促寫法對高中生英語寫作的準(zhǔn)確性、復(fù)雜性和連貫性有何見效?針對研究問題,研究者在M校的高二年級選取了兩個(gè)英語水平相當(dāng)?shù)陌嗉?共102名學(xué)生作為實(shí)驗(yàn)對象。兩個(gè)班均采用以讀促寫策略,但不同的是實(shí)驗(yàn)班在閱讀后進(jìn)行討論,在寫作前接受更多的寫作技能指導(dǎo)和訓(xùn)練,而對照班在閱讀后馬上完成寫作任務(wù)。行動研究分三輪進(jìn)行,重點(diǎn)分別是提...

【文章頁數(shù)】：92 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Layout of the Paper
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review of Writing Teaching
        2.1.1 The Nature of Writing
        2.1.2 The Relationship between Reading and Writing
    2.2 A Review on the Reading-to-writing Approach
        2.2.1 The Concept of Reading-to-writing Approach
        2.2.2 The Development of Reading-to-writing Approach
        2.2.3 Summary
    2.3 Theoretical Frameworks
        2.3.1 Schema Theory
        2.3.2 Transfer Theory
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Participants
        3.2.1 Teachers involved in the study
        3.2.2 Students involved in the study
    3.3 Instruments
        3.3.1 The Pre-questionnaire
        3.3.2 Interview
        3.3.3 Writing Tests and Rating Criteria
        3.3.4 Classroom Observation Chart
    3.4 Overall Plan and Implementation of the Action Research
        3.4.1 Overall Plan of the Action Research
        3.4.2 Implementation of the Action Research
    3.5 Data Collection and Analysis
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Results and Discussion for Problems of the Previous Approach
        4.1.1 Results and Discussion for the Pre-questionnaire
        4.1.2 Results and Discussion for the Interview
    4.2 Results and Discussion for the Effectiveness of the New Approach
        4.2.1 Results and Discussion for the Pre-test
        4.2.2 Results and Discussion for the Post-test
        4.2.3 Results and Discussion for Comparisons between the Pre-test and the Post-test within CC and EC
        4.2.4 Results and Discussion for Classroom Observation
CHAPTER FIVE CONCLUSION
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations of the Research and Suggestion for Future Research
        5.3.1 Limitations of the Research
        5.3.2 Suggestions for Future Research
REFERENCES
中文參考文獻(xiàn)
APPENDICES
ACKNOWLEDGEMENTS
PUBLICATIONS



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