本文選題：初中英語寫作 + 過程寫作教學法　； 參考：《上海師范大學》2017年碩士論文

【摘要】：英語寫作是體現(xiàn)英語運用能力的重要組成部分,在我國,英語寫作一直是初中英語教學中的薄弱環(huán)節(jié)。初中六、七年級英語寫作占100分試卷的8分,八年級英語寫作占100分的10分,九年級英語寫作占150分的20分,而且學生們在寫作部分的失分率尤為高。所以如何有效提高學生的英語寫作能力已經(jīng)成為目前初中英語教學的一個重要課題。本論文通過實驗,研究如何運用過程寫作教學法,教師通過寫前準備、寫作階段、修改階段、潤色階段四個階段引導學生進行寫作,充分發(fā)揮學生的主體性和主觀能動性,輔之以循循善誘。筆者試以英語寫作教學為中心,以行為主義理論為基礎(chǔ),把師生合作、生生合作和相互評價滲透在寫作中,研究過程寫作法提高學生寫作水平的可行性,探索既符合學生發(fā)展規(guī)律又能提高英語寫作水平的教學模式。筆者就成果教學法和過程教學法進行比較,并在上海外國語大學松江外國語學校選取了兩個班級(實驗班和對照班)進行實驗,兩個班級的前測作文和后測作文都由筆者按照區(qū)里統(tǒng)一的評分標準批改,按照內(nèi)容、結(jié)構(gòu)和文采三方面對每一篇作文進行數(shù)據(jù)分析。同時結(jié)合初中英語寫作現(xiàn)狀的調(diào)查和教師訪談,得出結(jié)論:過程寫作法的運用,更加有利于提高學生的英語寫作水平,有利于學生的終身學習發(fā)展。在循序漸進的寫作學習過程中鞏固語言知識和增加詞匯量,注重寫作過程的指導,語篇內(nèi)容的邏輯關(guān)系,逐步提升英語寫作能力和語言實踐運用能力。過程寫作法仍在初中英語寫作教學中不斷摸索,結(jié)合實際,力求使初中英語寫作教學更有效可行,更加科學化系統(tǒng)化。
[Abstract]:English writing is an important part of the ability to use English. In our country, English writing has always been a weak link in junior high school English teaching. In junior middle school, English writing in grade six and seven accounted for 8 points of 100 points, English writing in eighth grade accounted for 10 points of 100 points, and English writing in ninth grade accounted for 20 points of 150 points. Moreover, the rate of students' losing points in the writing part was particularly high. Therefore, how to effectively improve students' English writing ability has become an important issue in junior middle school English teaching. Through the experiment, this paper studies how to use the process writing teaching method, the teacher guides the students to write through the preparation, the writing stage, the revision stage and the retouching stage before writing, so as to give full play to the students' subjectivity and initiative. It is supplemented by a good sense of persuasion. Taking English writing teaching as the center and behaviorism theory as the basis, the author attempts to study the feasibility of improving students' writing level by integrating teacher-student cooperation, student cooperation and mutual evaluation into writing. To explore a teaching model which not only accords with the law of students' development but also improves the level of English writing. The author compares the achievement teaching method with the process teaching method, and chooses two classes (the experimental class and the control class) in Songjiang Foreign language School of Shanghai Foreign Studies University to carry on the experiment. The pre-test composition and post-test composition of the two classes were revised by the author according to the unified grading standard in the district, and the data of each composition were analyzed according to three aspects: content, structure and literary style. At the same time, based on the investigation of the present situation of English writing in junior high school and the interview with teachers, it is concluded that the application of process writing method is more conducive to improving students' English writing level and to the development of students' lifelong learning. In the process of gradual writing learning, we should consolidate language knowledge and increase vocabulary, pay attention to the guidance of writing process, the logical relationship of discourse content, and gradually improve English writing ability and language practice ability. The process writing method is still groping in the junior middle school English writing teaching. Combining with the practice, we try to make the junior middle school English writing teaching more effective and feasible, more scientific and systematic.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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