英語(yǔ)課程標(biāo)準(zhǔn)明確提出,“基礎(chǔ)教育階段英語(yǔ)課程的任務(wù)是:激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,使學(xué)生樹(shù)立信心;使學(xué)生掌握一定的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)、說(shuō)、讀、寫技能,形成一定的綜合語(yǔ)言運(yùn)用能力;為他們的終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)”。英語(yǔ)寫作是英語(yǔ)學(xué)習(xí)的四項(xiàng)基本技能之一,在高中英語(yǔ)教學(xué)中占舉足輕重的地位,當(dāng)前的高中英語(yǔ)課程改革標(biāo)準(zhǔn)也越來(lái)越高。然而,我國(guó)目前高中階段的英語(yǔ)寫作教學(xué)不容樂(lè)觀。英語(yǔ)寫作一直是困擾英語(yǔ)教學(xué)的一大難題�；诳死甑妮斎爰僬f(shuō),斯溫納的輸出假說(shuō)以及朗的互動(dòng)假說(shuō),本論文采用實(shí)證研究的方法來(lái)討論以讀促寫對(duì)英語(yǔ)寫作教學(xué)的影響,并且為高中英語(yǔ)寫作教學(xué)提供了一些有效的建議。本研究討論的問(wèn)題主要為:1.以讀促寫教學(xué)法能否提高學(xué)生的寫作態(tài)度?2.以讀促寫教學(xué)法能否改善學(xué)生的寫作分?jǐn)?shù)?本研究的周期為17周(從2017年9月至2017年12月),地點(diǎn)是山西省陽(yáng)泉市第十一中學(xué),本實(shí)驗(yàn)選取高二年級(jí)的96名學(xué)生參加,其中327班為控制班,329班為實(shí)驗(yàn)班,每班有48名學(xué)生。教師在控制班采用傳統(tǒng)教學(xué)方法,在實(shí)驗(yàn)班采用以讀促寫教學(xué)方法。本研究采用定量和定性相結(jié)合的方法,對(duì)問(wèn)卷、測(cè)試和訪談數(shù)據(jù)進(jìn)行研究分析。研究結(jié)果如下...

【文章頁(yè)數(shù)】：66 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
        1.1.1 Present writing teaching in senior high school
        1.1.2 Problems of English writing teaching in senior high school
    1.2 Significance
    1.3 Purpose
    1.4 Organization of the thesis
Chapter Two Literature review
    2.1 Theoretical support of this thesis
        2.1.1 Krashen’s input hypothesis
        2.1.2 Swain’s output hypothesis
        2.1.3 Long’s interactive hypothesis
        2.1.4 The association among the three theories
    2.2 Reading-to-write Teaching Approach
        2.2.1 Reading
        2.2.2 Writing
        2.2.3 The relationship between reading and writing
    2.3 Researches abroad and at home
        2.3.1 Researches abroad
        2.3.2 Researches at home
    2.4 Summary
Chapter Three Research methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Reading material
        3.3.4 Interview
        3.3.5 Grading criteria
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Pre-questionnaire
        3.4.3 Post-test
        3.4.4 Post-questionnaire
        3.4.5 Interview
    3.5 Teaching procedure
        3.5.1 Teaching procedure in CC
        3.5.2 Teaching procedure in EC
        3.5.3 An Empirical Example in CC
        3.5.4 An Empirical Example in EC
    3.6 Data collection
Chapter Four Data analysis and discussion
    4.1 Results and data analysis of pre-questionnaire and post-questionnaire
        4.1.1 Analysis and discussion of the pre-questionnaire in CC and EC
        4.1.2 Analysis and discussion of the post-questionnaire in CC and EC
        4.1.3 Analysis and discussion of the pre-questionnaire and post-questionnaire in EC
    4.2 Results and data analysis of pre-test and post-test
        4.2.1 Analysis of pre-test
        4.2.2 Analysis of post-test
    4.3 Analysis and discussion of the interview
Chapter Five Conclusion
    5.1 The major findings
    5.2 Pedagogical implications
    5.3 The limitations of the research
    5.4 Suggestions
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Score standard for written English of college entrance examination ofShanxi
Appendix Ⅴ Interview
Acknowledgements
The list of the research papers published by the author



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