發(fā)布時(shí)間：2018-04-22 07:34

  本文選題：讀寫(xiě)結(jié)合策略 + 英語(yǔ)寫(xiě)作　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在外語(yǔ)教學(xué)中,寫(xiě)作作為聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本語(yǔ)言技能之一,與閱讀是密不可分,相輔相成的�！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》確定“培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力”為課程總體目標(biāo)。但是,縱觀英語(yǔ)教學(xué)近況,教師過(guò)多沿用詞匯和語(yǔ)法結(jié)合的教學(xué)模式,忽視了讀寫(xiě)結(jié)合模式,致使學(xué)生寫(xiě)作能力薄弱。因此,教師應(yīng)在培養(yǎng)學(xué)生閱讀能力的過(guò)程當(dāng)中,注重學(xué)生寫(xiě)作能力的培養(yǎng)。通過(guò)讀寫(xiě)結(jié)合的方式,實(shí)現(xiàn)綜合運(yùn)用語(yǔ)言的目標(biāo)。本研究基于對(duì)語(yǔ)言輸入和輸出理論、閱讀理論和寫(xiě)作理論的學(xué)習(xí)和研究,探究讀寫(xiě)結(jié)合教學(xué)策略對(duì)高中英語(yǔ)學(xué)習(xí)者的促進(jìn)作用,以提高教師的教學(xué)效果和學(xué)生的寫(xiě)作能力。本研究的研究問(wèn)題是:在高中英語(yǔ)寫(xiě)作課堂中如何把閱讀教學(xué)和寫(xiě)作教學(xué)整合起來(lái)?讀寫(xiě)結(jié)合教學(xué)策略的應(yīng)用對(duì)高中生英語(yǔ)寫(xiě)作的態(tài)度有何影響?讀寫(xiě)結(jié)合教學(xué)策略的應(yīng)用對(duì)高中生英語(yǔ)寫(xiě)作能力有何影響?本研究以Krashen的輸入理論和Swain的輸出理論為理論依據(jù),對(duì)滕州一中2015級(jí)高中二年級(jí)兩個(gè)平行班的100名學(xué)生進(jìn)行了為期一學(xué)期的實(shí)驗(yàn)(2016.9-2017.1)。這兩個(gè)平行班一個(gè)被確定為實(shí)驗(yàn)班,一個(gè)被確定為對(duì)照班。實(shí)驗(yàn)班的閱讀和寫(xiě)作課主要采用讀寫(xiě)結(jié)合的教學(xué)策略進(jìn)行教學(xué)。對(duì)照班按照通常的教學(xué)方法進(jìn)行閱讀和寫(xiě)作教學(xué)。該實(shí)驗(yàn)主要采用的研究方法是問(wèn)卷調(diào)查、前測(cè)和后測(cè)等。本研究發(fā)現(xiàn),把寫(xiě)作融于閱讀課,成為閱讀課的一部分任務(wù),先閱讀后寫(xiě)作式地整體施教可以把原本獨(dú)立的閱讀和寫(xiě)作有效地整合起來(lái)。在寫(xiě)作課堂教學(xué)中,學(xué)生最喜歡并善于仿寫(xiě),在運(yùn)用學(xué)到的新知識(shí)進(jìn)行寫(xiě)作時(shí),更易于把握作文的篇章結(jié)構(gòu)框架,以及詞匯的使用,易于已學(xué)知識(shí)的遷移�；A(chǔ)較好的學(xué)生提高了使用復(fù)雜句的能力,并在寫(xiě)作中逐步融入自己的思想觀點(diǎn)�；A(chǔ)較差的學(xué)生也不至于無(wú)話可說(shuō)。先有閱讀的知識(shí)輸入,才有寫(xiě)作的輸出。實(shí)驗(yàn)證明讀寫(xiě)結(jié)合教學(xué)策略的運(yùn)用總體上促進(jìn)改善了學(xué)習(xí)者的寫(xiě)作能力。
[Abstract]:In foreign language teaching, writing as one of the four basic language skills of listening, speaking, reading and writing is closely related to reading. The English Curriculum Standard of General Senior High School has set the overall goal of "training students' Comprehensive language use ability" as the overall goal of the curriculum. However, looking at the recent situation of English teaching, teachers have overused the teaching mode of combining vocabulary and grammar, and neglected the combination of reading and writing, which resulted in the students' writing ability being weak. Therefore, teachers should pay attention to the cultivation of students' writing ability in the process of cultivating students' reading ability. Through the combination of reading and writing, the goal of comprehensive use of language is achieved. Based on the study of language input and output theory, reading theory and writing theory, this study explores the promoting effect of combining reading and writing teaching strategies on senior high school English learners in order to improve teachers' teaching effect and students' writing ability. The question of this study is: how to integrate the teaching of reading with the teaching of writing in senior high school English writing class? How does the application of teaching strategies combined with reading and writing affect senior high school students' English writing attitude? How does the application of teaching strategies combined with reading and writing affect senior high school students' English writing ability? Based on the input theory of Krashen and the output theory of Swain, this study conducted a one-semester experiment on 100 students in two parallel classes of Grade 2015 Senior High School in Tengzhou Grade 1, 2016.9-2017.1. One of the two parallel classes was identified as the experimental class and the other as the control class. Reading and writing in the experimental class are mainly taught by the combination of reading and writing. The control class carries on the reading and the writing teaching according to the normal teaching method. The main research methods used in this experiment are questionnaire survey, pre-test and post-test. This study finds that combining writing with reading class as a part of reading class can effectively integrate the original independent reading and writing. In the writing classroom teaching, students like and are good at copying writing. In writing with the new knowledge they have learned, it is easier to grasp the structure of the composition, the use of vocabulary, and the transfer of the learned knowledge. Basic students improve their ability to use complex sentences and gradually incorporate their own ideas into their writing. Students with a poor base will not have nothing to say. There is an input of reading knowledge before the output of writing. The experiment proves that the application of reading and writing combined teaching strategy can improve learners' writing ability.
【學(xué)位授予單位】：山東師范大學(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)：1786253