寫(xiě)作是測(cè)試一個(gè)人語(yǔ)言能力的重要指標(biāo)。對(duì)于初中生來(lái)說(shuō),掌握好寫(xiě)作技能非常重要,這不僅是新課程標(biāo)準(zhǔn)和中考的要求,也是社會(huì)的要求。然而,我國(guó)初中英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀并不令人滿意。大多數(shù)學(xué)生對(duì)英語(yǔ)寫(xiě)作不感興趣,有些甚至感到恐懼,他們對(duì)提高英語(yǔ)寫(xiě)作能力沒(méi)有信心。主要體現(xiàn)在語(yǔ)言內(nèi)容、思路框架和語(yǔ)言組織等方面。為了改善目前的寫(xiě)作現(xiàn)狀,作者對(duì)以往有關(guān)頭腦風(fēng)暴法應(yīng)用于英語(yǔ)寫(xiě)作教學(xué)的研究進(jìn)行了了解,并以建構(gòu)主義和輸出假說(shuō)為理論基礎(chǔ),通過(guò)必要的理論分析和實(shí)證研究,驗(yàn)證了頭腦風(fēng)暴法有利于提高學(xué)生的英語(yǔ)寫(xiě)作能力,和改善他們對(duì)英語(yǔ)寫(xiě)作的態(tài)度。根據(jù)初中英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀和學(xué)生在寫(xiě)作中遇到的問(wèn)題,基于建構(gòu)主義理論和輸出假設(shè),作者提出了以下研究問(wèn)題:（1）頭腦風(fēng)暴法對(duì)學(xué)生英語(yǔ)寫(xiě)作能力有什么影響?（2）頭腦風(fēng)暴法應(yīng)用后,學(xué)生對(duì)英語(yǔ)寫(xiě)作的態(tài)度有什么變化?本研究以安丘學(xué)院中學(xué)的80名初中生為研究對(duì)象。在正式實(shí)驗(yàn)前,這兩個(gè)班的英語(yǔ)寫(xiě)作水平基本一致。在為期三個(gè)月的實(shí)驗(yàn)中,實(shí)驗(yàn)班采用頭腦風(fēng)暴法,控制班將繼續(xù)使用傳統(tǒng)寫(xiě)作法。實(shí)驗(yàn)結(jié)束后,及時(shí)收集所有數(shù)據(jù),進(jìn)行分析。為了獲得更可靠的實(shí)驗(yàn)數(shù)據(jù)和結(jié)果,本實(shí)驗(yàn)采用了測(cè)試、問(wèn)卷和訪談等工具。通過(guò)... 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Brainstorming Method
        2.1.1 Origin and Definition of Brainstorming
        2.1.2 Principles of Brainstorming Method
        2.1.3 Key Points of Implementing brainstorming method
    2.2 English Writing
        2.2.1 Definition of English Writing
        2.2.2 Writing Ability
    2.3 Theoretical Basis of Research
        2.3.1 Constructivism Theory
        2.3.2 Output Hypothesis Theory
    2.4 Previous Studies on Brainstorming Method Applied to English Writing
        2.4.1 Related Studies Abroad
        2.4.2 Related Studies At Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 pretest
        3.3.2 Post-test
        3.3.3 Questionnaires
        3.3.4 Interview Protocols
    3.4 Procedures of the Teaching
        3.4.1 Preparation
        3.4.2 Warming up
        3.4.3 Brainstorming
        3.4.4 Writing
        3.4.5 Revising
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of the pretest
        4.1.2 Results of the Post-test
        4.1.3 Results of the Questionnaires
        4.1.4 Results of the Interview
    4.2 Discussion
        4.2.1 The Effects of Brainstorming on Students’Attitude towards EnglishWriting
        4.2.2 The Effects of Brainstorming Method on Students’Ability ofEnglish Writing
Chapter5 Conclusion
    5.1 Major Research Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G



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