【摘要】：英語寫作不僅是一項(xiàng)重要的語言技能,更是個(gè)體思維發(fā)展和社會(huì)交際的重要途徑。因此,英語寫作教學(xué)一直是研究熱點(diǎn)�，F(xiàn)有研究多聚焦于大學(xué)英語寫作教師的教學(xué)理念與實(shí)踐,而忽略了高中英語教師的寫作教學(xué)理念與實(shí)踐。本研究試圖探究應(yīng)試教育環(huán)境下兩位北京高中英語教師的外語寫作教學(xué)信念與實(shí)踐。本研究采用滾雪球抽樣,著眼于北京某重點(diǎn)高中兩位英語教師,全面深度調(diào)查她們的寫作教學(xué)信念,寫作教學(xué)規(guī)劃與實(shí)施、對(duì)學(xué)生的寫作評(píng)價(jià),以及她們的寫作教學(xué)對(duì)學(xué)生英語學(xué)習(xí)的影響。本研究歷時(shí)一年,為縱向定性個(gè)案研究,主要通過課堂觀察、半結(jié)構(gòu)化的正式訪談和非正式談話進(jìn)行數(shù)據(jù)收集,同時(shí)收集了教師的教案、學(xué)生的寫作作品和課堂講義。按照質(zhì)性研究的數(shù)據(jù)分析方法,本研究對(duì)多種來源的數(shù)據(jù)進(jìn)行了反復(fù)閱讀、提煉主題、相互印證。本研究有三個(gè)主要發(fā)現(xiàn)。首先,兩位高中教師都認(rèn)為英語寫作教學(xué)應(yīng)以培養(yǎng)學(xué)生的批判性思維和語言綜合能力為目的,應(yīng)與聽、說、讀、譯技能的培養(yǎng)相融合。教師寫作反饋與教學(xué)活動(dòng)都應(yīng)旨在促進(jìn)學(xué)生的語言綜合能力發(fā)展。其次,她們采用體裁式(genre-based approach)寫作教學(xué)法,把寫作教學(xué)嵌入到日常的學(xué)校英語課程和活動(dòng),并設(shè)置了整體的寫作教學(xué)規(guī)劃,如高一關(guān)注記敘文、高二關(guān)注議論文和說明文、高三關(guān)注高考應(yīng)試作文的訓(xùn)練。教學(xué)過程中,她們將寫作教學(xué)與聽、說、讀、譯技能培養(yǎng)相融合。學(xué)生們?cè)诙鄻拥幕顒?dòng)中(如戲劇)獲取語言輸入,在完成聽、說、讀、寫、譯任務(wù)的過程中學(xué)習(xí)寫作。針對(duì)學(xué)生的不同的文體寫作,她們有特定的評(píng)判參考標(biāo)準(zhǔn),對(duì)語言形式、內(nèi)容和框架側(cè)重不同。第三,所有接受訪談的學(xué)生都認(rèn)為兩位老師的寫作教學(xué)促進(jìn)了他們及班級(jí)內(nèi)同學(xué)的英語學(xué)習(xí)。他們十分認(rèn)可寫作教學(xué)的整體規(guī)劃,認(rèn)為它很好地將聽、說、讀、寫、譯多項(xiàng)語言技能融合在一起,自身的語言綜合能力得到提升。同時(shí),他們認(rèn)為自己更加了解不同文體的特點(diǎn)和適用范圍,寫作能力得到很大的提升。本研究的發(fā)現(xiàn)說明了體裁式寫作教法和實(shí)踐在外語語境學(xué)校應(yīng)試背景下的可行性,為相同處境的普通高中英語教師提供了寫作教學(xué)思路。在此研究的基礎(chǔ)上,未來的研究可進(jìn)一步探究不同發(fā)展階段的高中英語教師在實(shí)施體裁式寫作教學(xué)時(shí)的困難與解決方法。
[Abstract]:English writing is not only an important language skill, but also an important way for the development of individual thinking and social communication. Therefore, English writing teaching has always been a hot topic. The current research focuses on the teaching ideas and practice of college English writing teachers, but neglects the writing teaching ideas and practices of senior high school English teachers. This study attempts to explore the teaching beliefs and practices of two senior high school English teachers in Beijing in the context of examination-oriented education. In this study, a snowball sampling was used to investigate their writing teaching beliefs, writing teaching planning and implementation, as well as the students' writing evaluation, focusing on two English teachers in a key high school in Beijing. And the influence of their writing teaching on students' English learning. This study, which lasted for one year, is a vertical qualitative case study, which collects data through classroom observation, semi-structured formal interviews and informal conversations, as well as teachers' teaching plans, students' writing works and classroom handouts. According to the data analysis method of qualitative research, the data from various sources were read repeatedly, the theme was refined and verified. There are three main findings in this study. First of all, the two senior high school teachers agree that English writing teaching should be aimed at cultivating students' critical thinking and comprehensive language skills, and should be combined with the cultivation of listening, speaking, reading and translating skills. Teachers' writing feedback and teaching activities should aim at promoting students' comprehensive language competence. Secondly, they adopted the genre-based approach writing method, embedded the writing teaching into the daily school English curriculum and activities, and set up the whole writing teaching plan, such as the first year of senior high school pays attention to narrative writing, and the sophomore paid attention to argumentation and narrative. Senior three pays close attention to the training of examination-oriented composition in college entrance examination. In the process of teaching, they combine writing teaching with listening, speaking, reading and translation skills. Students get language input in a variety of activities, such as drama, and learn to write while completing the tasks of listening, speaking, reading, writing and translating. According to different stylistic writing of students, they have specific standards of reference, with different emphasis on language form, content and framework. Third, all the students interviewed believed that the two teachers' writing teaching promoted their English learning and that of their classmates in the class. They agree with the overall plan of writing teaching, and think that it combines listening, speaking, reading, writing and translating together, and their language comprehensive ability is improved. At the same time, they think that they understand the characteristics of different styles and scope of application, and their writing ability has been greatly improved. The findings of this study illustrate the feasibility of genre writing teaching and practice in the context of foreign language context schools and provide writing teaching ideas for English teachers in the same situation in senior high schools. On the basis of this research, the future research can further explore the difficulties and solutions of English teachers in different stages of development in the implementation of genre writing teaching.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：2155577