英語(yǔ)寫作能力是學(xué)生語(yǔ)言運(yùn)用能力的重要體現(xiàn)。信息化時(shí)代的發(fā)展和高中英語(yǔ)新課程標(biāo)準(zhǔn)的提出,都對(duì)高中生的英語(yǔ)寫作能力提出了新的要求。隨著微課在高中英語(yǔ)寫作教學(xué)中的應(yīng)用,有必要對(duì)微課的應(yīng)用現(xiàn)狀、應(yīng)用范式以及微課的應(yīng)用范式與寫作能力之間的相關(guān)性進(jìn)行研究。本文基于建構(gòu)主義學(xué)習(xí)理論和庫(kù)恩范式理論,主要研究以下問(wèn)題:(1)微課在高中英語(yǔ)寫作教學(xué)中的應(yīng)用現(xiàn)狀如何?(2)微課在高中英語(yǔ)寫作教學(xué)中的應(yīng)用范式有哪些?(3)微課在英語(yǔ)寫作教學(xué)中的應(yīng)用范式與英語(yǔ)寫作能力之間是否具有相關(guān)性?如果有相關(guān)性,具體體現(xiàn)在哪些方面?通過(guò)內(nèi)容分析法、測(cè)試法和調(diào)查法對(duì)某高中英語(yǔ)微課教學(xué)展開(kāi)為期一個(gè)學(xué)期的研究表明:(1)微課在英語(yǔ)寫作教學(xué)中的應(yīng)用存在三種主要現(xiàn)象,即:經(jīng)常應(yīng)用、在需要時(shí)應(yīng)用和不應(yīng)用三種,影響以上現(xiàn)象的因素包括教學(xué)內(nèi)容、教學(xué)對(duì)象、教學(xué)策略、個(gè)人的偏好以及個(gè)人信息技術(shù)水平等,應(yīng)用范圍涉及寫作中的語(yǔ)法、詞匯、句型操練、語(yǔ)言運(yùn)用、寫作話題及寫作思想的教學(xué),應(yīng)用原則為師生互動(dòng)原則、微課寫作教學(xué)與傳統(tǒng)教學(xué)有機(jī)融合原則、寫作教學(xué)中不濫用微課原則。(2)在排除個(gè)人偏好、個(gè)人信息技術(shù)水平等干擾因素的前提下,微課在高中英語(yǔ)寫作教學(xué)中...

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Studies of Micro-lecture
        2.1.1 Definition of Micro-lecture
        2.1.2 Features of Micro-lecture
        2.1.3 Previous Studies of the Application of Micro-lecture in Teaching
        2.1.4 Summary
    2.2 Studies of Paradigm
        2.2.1 Definition of Paradigm
        2.2.2 Features of Paradigm
        2.2.3 Previous Studies of the Paradigm of English Teaching
        2.2.4 Summary
    2.3 Studies of Senior High School English Writing Teaching
        2.3.1 Previous Studies of Senior High School English Writing Teaching
        2.3.2 Summary
Chapter Three Theoretical Framework
    3.1 Constructivist Learning Theory
    3.2 Kuhn?s Paradigm Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Research Instruments
        4.3.1 Interview Outline
        4.3.2 Cases for Analyzing the Application Paradigm of Micro-lecture
        4.3.3 Tests
        4.3.4 Questionnaire
    4.4 Experiment Procedures
    4.5 Data Collection
Chapter Five Results and Discussion
    5.1 Application Situation of Micro-lecture in Senior High School English Writing Teaching
        5.1.1 Results of the Application Situation of Micro-lecture in Senior High School English Writing Teaching
        5.1.2 Discussion of the Application Situation of Micro-lecture in Senior High School English Writing Teaching
    5.2 Application Paradigms of Micro-lecture in Senior High School English Writing Teaching
        5.2.1 Results of the Application Paradigms of Micro-lecture n Senior High School English Writing Teaching
        5.2.2 Discussion of the Application Paradigms of Micro-lecture in Senior High School English Writing Teaching
    5.3 The Correlation Between the Application paradigms of Micro-lecture and Students English Writing Ability
        5.3.1 Results of the Correlation Between the Application paradigms of Micro-lecture and Students English Writing Ability
        5.3.2 Discussion of the Correlation Between the Application paradigms of Micro-lecture and Students English Writing Ability
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations
    6.3 Suggestions
References
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
AppendixⅤ
List of Figures and Tables
List of Abbreviations
Acknowledgements
學(xué)位論文數(shù)據(jù)集表



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