本文選題：合作寫作 + 讀后續(xù)寫�。� 參考：《杭州師范大學(xué)》2017年碩士論文

【摘要】：寫作,作為英語學(xué)習(xí)的四項(xiàng)基本技能之一,對于高中生而言尤為重要。然而,長期以來,我們的寫作教學(xué)關(guān)注結(jié)果而忽視過程,“學(xué)生寫,教師改”這一費(fèi)時低效的教學(xué)方法讓許多高中生喪失了對英語寫作的興趣。為了突顯寫作過程中的文本互動與協(xié)同,讀后續(xù)寫將語言輸入與語言輸出緊密結(jié)合,融語言學(xué)習(xí)于即時運(yùn)用之中。有別于國內(nèi)教師主導(dǎo)型寫作課堂,合作寫作注重教與學(xué)的互動,突顯學(xué)生學(xué)習(xí)的主體性與能動性,為高中寫作教學(xué)打開了新的視角。根據(jù)浙江省改革方案,讀后續(xù)寫在2016年的高考試卷中首次亮相。本研究嘗試將合作寫作運(yùn)用于讀后續(xù)寫這一嶄新題型的日常教學(xué)中,考察合作寫作對高中生英語讀后續(xù)寫的影響。具體地說,本文試圖探索:1)合作寫作完成的作品與獨(dú)立完成的文本間的差異;2)合作寫作過程中的同伴對話的表現(xiàn)特征;3)受試學(xué)生對合作續(xù)寫的態(tài)度與看法。作為一項(xiàng)實(shí)證研究,本研究在浙江省某一重點(diǎn)高中的一個高二班級展開,持續(xù)時間約一個學(xué)期。為深入考察合作寫作對高中生英語讀后續(xù)寫的影響,本研究最后選定了其中的18名(9對)學(xué)生作為研究對象,將他們完成的寫作文本、合作寫作過程中的同伴對話及實(shí)驗(yàn)后的問卷訪談結(jié)果進(jìn)行了整理、比較與分析。數(shù)據(jù)的主要形式有學(xué)生作品、合作對話、問卷、課堂觀察筆記、訪談等。數(shù)據(jù)分析顯示,合作寫作對高中生英語讀后續(xù)寫有積極影響,讀后續(xù)寫中表現(xiàn)出來的協(xié)同效應(yīng)在合作續(xù)寫中尤為明顯。具體而言,合作續(xù)寫對寫作文本的總體質(zhì)量提升有積極影響,特別是在文本的語言與構(gòu)思方面。但文本的最終長度以及合作完成文本的方式跟作品質(zhì)量沒有必然聯(lián)系。同伴對話的分析表明,同伴合作為學(xué)生提供了分享資源與共建文本的機(jī)會,學(xué)生通過合作完成的續(xù)寫文本在語法準(zhǔn)確性與語言復(fù)雜性方面表現(xiàn)得更優(yōu)異。另外,問卷與訪談結(jié)果顯示,除了個別學(xué)生對合作續(xù)寫并不支持,絕大多數(shù)學(xué)生對這一嶄新的教學(xué)方法持肯定態(tài)度。最后,本文對試圖在日常課堂中開展合作續(xù)寫的教師提出了建議。一方面,教師應(yīng)在組織實(shí)施這一新型教學(xué)形式前將合作續(xù)寫的基本原理與潛在優(yōu)勢告訴學(xué)生,關(guān)注學(xué)生的即時態(tài)度變化,同時給他們自由選擇的空間。另一方面,教師可通過視頻或現(xiàn)場演示的方式向?qū)W生示范如何在合作續(xù)寫過程中開展同伴互動,讓學(xué)生知道如何與同伴進(jìn)行語言協(xié)商與沖突解決。在開展合作續(xù)寫的過程中,教師應(yīng)對學(xué)生的總體互動質(zhì)量進(jìn)行必要的監(jiān)控。
[Abstract]:Writing, as one of the four basic skills in English learning, is particularly important for high school students. However, for a long time, our writing teaching has paid attention to the results and ignored the process. "Student writing, teacher change", a time-consuming and inefficient teaching method, has lost many high school students' interest in English writing. This interaction and synergy combine language input and language output closely after reading, and combine language learning in immediate use. It is different from the teacher led writing class in China. Cooperative writing pays attention to the interaction between teaching and learning, highlights the subjectivity and initiative of students' learning, and opens a new perspective for the teaching of high school writing. According to the reform of Zhejiang Province, The plan, after reading the first appearance in the college entrance examination papers in 2016, attempts to apply cooperative writing to the daily teaching of this new type of writing, and to investigate the effect of cooperative writing on the post reading of senior high school students. In particular, this article tries to explore: 1) the works completed and the independent text. Differences; 2) the performance characteristics of peer dialogue in the process of cooperative writing; 3) the attitudes and attitudes of the students to the renewal of cooperation. As an empirical study, this study was carried out in a high school in a key high school in Zhejiang province for about one semester. At the end of the study, 18 of them (9 pairs) were selected as the research objects, the writing texts they completed, the peer dialogue in the cooperative writing process and the results of the questionnaire interview after the experiment were arranged and compared. The main forms of the data were student works, Cooperation Dialogue, questionnaire, classroom observation notes, interviews and so on. It shows that cooperative writing has a positive impact on the renewal of English reading after high school students. The synergy shown in the post reading is particularly evident in the continuation of the cooperation. In particular, the continuation of the cooperative writing has a positive impact on the overall quality improvement of the writing text, especially in the language and construction of the text, but the final length of the text and the completion of the cooperation are completed. The method of text is not necessarily linked to the quality of the work. Peer dialogue analysis shows that peer cooperation provides students with opportunities to share resources and build text, and students perform better in terms of grammatical accuracy and language complexity through cooperation. In addition, questionnaires and interviews show that except for individual students. There is no support for the renewal of cooperation. Most students have a positive attitude towards this new teaching method. Finally, this paper puts forward some suggestions for the teachers trying to carry out cooperation and renewal in the daily classroom. On the one hand, teachers should tell the students the basic principles and potential advantages of the new form of teaching before the organization and implementation of this new teaching form. On the other hand, teachers can demonstrate to students how to carry out peer interaction in the process of cooperation, let the students know how to negotiate with their peers and solve the conflict. Monitor the overall interaction quality of students.

【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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