隨著新高考改革的進(jìn)行,英語考試中的讀后續(xù)寫和概要寫作等題型被高考改革試點(diǎn)省份逐步采用。讀寫結(jié)合的教學(xué)模式也得到越來越多的關(guān)注。當(dāng)今社會(huì),英語寫作無論是在英語學(xué)習(xí)中還是在日常生活中都占據(jù)著重要的角色。但是在當(dāng)前英語學(xué)習(xí)中,學(xué)生對(duì)英語寫作存在逃避、焦慮等畏難情緒。所以,一線教師如何提高學(xué)生的英語寫作成績(jī)并緩解學(xué)生的寫作焦慮是教學(xué)的一大難題。本研究以支架理論,情感過濾假說為理論依據(jù),運(yùn)用問卷調(diào)查,寫作測(cè)試,訪談等方法來研究基于支架理論的讀寫結(jié)合教學(xué)模式在高中英語寫作教學(xué)中的應(yīng)用。研究主要包括兩個(gè)研究問題:（1）續(xù)寫結(jié)合教學(xué)模式對(duì)學(xué)生英語寫作成績(jī)有何影響?（2）讀寫結(jié)合教學(xué)模式對(duì)學(xué)生寫作焦慮有何影響?本研究以河北省Q縣第一中學(xué)兩個(gè)班的120名高二學(xué)生為研究對(duì)象,一個(gè)作為實(shí)驗(yàn)班,一個(gè)作為對(duì)照班,進(jìn)行為期4個(gè)月教學(xué)研究,對(duì)照班使用傳統(tǒng)寫作教學(xué)方法,實(shí)驗(yàn)班采用讀寫結(jié)合的教學(xué)模式,包括縮寫,仿寫和續(xù)寫等寫作教學(xué)活動(dòng)。研究前期,兩個(gè)班進(jìn)行前測(cè)和問卷調(diào)查;研究后期,兩個(gè)班進(jìn)行后測(cè)和問卷調(diào)查,并且隨機(jī)從實(shí)驗(yàn)班中抽取5名學(xué)生進(jìn)行訪談。研究過程中所收集的數(shù)據(jù),主要采用SPSS13.0進(jìn)行分析。此外,學(xué)生的訪談結(jié)... 

【文章來源】：中央民族大學(xué)北京市 211工程院校 985工程院校

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbreviations
Introduction
    0.1 Background of This Thesis
    0.2 Purpose of This Thesis
    0.3 Significance of This Thesis
    0.4 Overall Structure of This Thesis
Chapter One Literature Review
    1.1 Theoretical Foundation of Integrated Reading and Writing
        1.1.1 Scaffolding Theory
        1.1.2 Krashen's Affective Filter Hypothesis
    1.2 Terms
        1.2.1 Definition of Integrated Reading and Writing
        1.2.2 Definitions of Writing Anxiety
    1.3 Literature Review
        1.3.1 Research Abroad on Integrated Reading and Writing
        1.3.2 Research at Home on Integrated Reading and Writing
Chapter Two Research Design
    2.1 Research Questions
    2.2 Research Participants
    2.3 Research Instruments
        2.3.1 Data Collection Methods
        2.3.2 Data Analysis Methods and Standards:
    2.4 Research Procedures
        2.4.1 Pilot Study
        2.4.2 Pretest
        2.4.3 Pre-questionnaire
        2.4.4 Post-test
        2.4.5 Post-questionnaire
        2.4.6 Interview
    2.5 Teaching Procedures
        2.5.1 Teaching Mode in Experimental Class
        2.5.2 Teaching Mode in Control Class
Chapter Three Analysis and Discussion
    3.1 Data Analysis and Discussion of Student'English Writing Anxiety
        3.1.1 Data Analysis of Pretest and Post-test Questionnaires
        3.1.2 Discussion
    3.2 Data Analysis and Discussion of Student'English Writing Performance
        3.2.1 Data Analysis of Pretest and Post-test Writing Performance
        3.2.2 Discussion
    3.3 Data analysis of Students'Interview
        3.3.1 Data Analysis of the Interview
        3.3.2 Discussion
Chapter Four Conclusion
    4.1 Major Findings
    4.2 Suggestions and Implications
    4.3 Limitations of the Research
    4.4 Implications
References
Appendix Ⅰ Second Language Writing Anxiety Inventory （SLWAI）
Appendix Ⅱ Interview Questions
Appendix Ⅲ Writing Composition Task for Pretest
Appendix Ⅳ Writing Composition Task for Post-test
Appendix Ⅴ Scoring Criteria of Writing for College Entrance Examination
Appendix Ⅵ Samples of Students'Writing in CC
Appendix Ⅶ Samples of Students'Writing in EC
Appendix Ⅷ Sample of Teaching Design in EC
Appendix Ⅸ Sample of Teaching Design in CC
Acknowledgement



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