本文關(guān)鍵詞： 中職英語(yǔ)寫作教學(xué) 過(guò)程體裁法 寫作能力　出處：《內(nèi)蒙古師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著現(xiàn)代化社會(huì)的高速發(fā)展,國(guó)際交流日趨頻繁,英語(yǔ)作為一種交流工具,愈來(lái)愈彰顯出其交際功用,寫作教學(xué)也愈來(lái)愈被教師所重視�！吨械嚷殬I(yè)學(xué)校英語(yǔ)教學(xué)大綱》在基礎(chǔ)模塊,職業(yè)模塊和拓展模塊分別提出了對(duì)學(xué)生寫作能力的具體要求。近些年中等職業(yè)學(xué)校招收的學(xué)生英語(yǔ)基礎(chǔ)普遍較差,在傳統(tǒng)寫作教學(xué)方法的束縛下,中職學(xué)校的英語(yǔ)教師在英語(yǔ)寫作教學(xué)中面臨著許多困難,卻不知道如何改變職業(yè)學(xué)校英語(yǔ)寫作教學(xué)舉步維艱的現(xiàn)狀。因此尋找到一種行之有效的寫作教學(xué)方式并推廣開(kāi)來(lái)已成為中職學(xué)校英語(yǔ)寫作教學(xué)發(fā)展的需要。 本文旨在通過(guò)在中職學(xué)校英語(yǔ)寫作教學(xué)中應(yīng)用“過(guò)程體裁法”來(lái)探究和驗(yàn)證這一教學(xué)方式在中職學(xué)校英語(yǔ)寫作教學(xué)中的有效性和可行性。論文系統(tǒng)地闡述了中職學(xué)校英語(yǔ)寫作教學(xué)的現(xiàn)狀、過(guò)程體裁法提出的背景、理論基礎(chǔ)、主要優(yōu)點(diǎn)和具體實(shí)施步驟,通過(guò)對(duì)過(guò)程體裁法進(jìn)行實(shí)證研究,力求找到英語(yǔ)寫作教學(xué)的有效方法以激發(fā)學(xué)生寫作興趣,提高學(xué)生寫作能力。 本論文共五章。第一章對(duì)目前中職學(xué)校英語(yǔ)寫作教學(xué)的現(xiàn)狀進(jìn)行了調(diào)查分析。筆者首先對(duì)學(xué)生的英語(yǔ)寫作情況和英語(yǔ)教師的英語(yǔ)寫作教學(xué)情況進(jìn)行了調(diào)查,調(diào)查結(jié)果顯示：目前中職學(xué)校的英語(yǔ)寫作教學(xué)中存在著很多問(wèn)題,急需改進(jìn)。根據(jù)中職學(xué)校英語(yǔ)寫作教學(xué)現(xiàn)狀及《中等職業(yè)學(xué)校英語(yǔ)教學(xué)大綱》的要求,過(guò)程體裁法運(yùn)用于中職學(xué)校英語(yǔ)寫作教學(xué),理論上是可行的。第二章闡釋了過(guò)程體裁法提出的背景,回顧其理論基礎(chǔ),并將其與三種傳統(tǒng)寫作教學(xué)方法作了比較,闡述了過(guò)程體裁法的優(yōu)勢(shì)并介紹了這種教學(xué)方式實(shí)施的具體步驟,最后對(duì)寫作能力這一概念進(jìn)行了界定。第三章是教學(xué)實(shí)驗(yàn)。筆者在所任教的兩個(gè)平行班進(jìn)行了為期四個(gè)月的教學(xué)實(shí)驗(yàn),在實(shí)驗(yàn)班采用“過(guò)程體裁法”來(lái)進(jìn)行寫作教學(xué)；在對(duì)比班仍采用傳統(tǒng)方式進(jìn)行寫作教學(xué)。第四章通過(guò)前測(cè)、中測(cè)、后測(cè)的三次英語(yǔ)寫作測(cè)試成績(jī)的比較分析及對(duì)在實(shí)驗(yàn)前、實(shí)驗(yàn)后對(duì)學(xué)生展開(kāi)的問(wèn)卷調(diào)查及訪談結(jié)果分析得出結(jié)論：過(guò)程體裁法能夠激發(fā)中職學(xué)校學(xué)生對(duì)英語(yǔ)寫作的興趣,增強(qiáng)其學(xué)習(xí)信心,提高寫作能力。第五章筆者總結(jié)了在實(shí)驗(yàn)過(guò)程中獲得的一些經(jīng)驗(yàn),提出了一些在中職學(xué)校如何更好實(shí)施過(guò)程體裁教學(xué)法的建議。
[Abstract]:With the rapid development of modern society, more and more frequent international exchanges, English as a communication tool, more and more highlight its communicative function, writing teaching is also more and more teachers' attention. The medium occupation school English syllabus > based on module, the specific requirements of the students' writing ability the occupation module and expansion module respectively. The poor students' English medium occupation school's enrollment in recent years, the traditional teaching methods of writing, secondary school English teachers are facing many difficulties in the teaching of English writing, do not know how to change the present situation of occupation school English writing teaching difficult. So to find an effective way of writing teaching and has been popularized as the development of vocational schools in the teaching of English writing.
This paper aims to explore and verify this teaching method in the teaching of English writing in secondary vocational school is effective and feasible through the application of process genre approach in English Writing Teaching in secondary vocational schools. The thesis systematically expounds the current situation of English Writing Teaching in vocational schools, puts forward the process genre the background, theoretical basis, main advantages and the specific implementation steps, through empirical research on process genre approach, trying to find the effective method of teaching English writing to stimulate students' interest in writing, improve students' writing ability.
This thesis consists of five chapters. The first chapter has carried on the investigation and analysis of the present situation of the teaching of English writing in secondary vocational school. The author firstly on students' English writing and English teachers in the teaching of English writing were investigated, the survey results show that the current teaching of English writing in secondary vocational schools has many problems, need to be improved. According to the secondary vocational school school English writing teaching situation and the medium occupation school English syllabus > requirements, process genre approach to teaching English writing in secondary vocational school, the theory is feasible. The second chapter explains the process genreapproach background, reviews its theoretical basis, and it is compared with three kinds of traditional writing teaching method. Describes the process genreapproach advantages and introduces the concrete steps of implementing this kind of teaching method, finally the concept of writing ability was defined. The third chapter is the teaching practice Test. The experiment lasted for four months in two parallel classes taught in the experimental class of "process genre approach to the teaching of writing; writing teaching in the control class is still using the traditional way. The fourth chapter through the pre-test, test, posttest three English writing test the results of comparative analysis and before the experiment, questionnaire and interview results of students after the experiment analysis concluded that the process genre approach can stimulate students' interest in English writing in vocational schools, enhance their confidence in learning, improve their writing ability. In the fifth chapter, the writer summarizes some experiences obtained during the experiment, put forward in some secondary vocational schools how to better implement the process genreapproach proposal.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G633.41

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