本文選題：支架式教學 + 單元主題��； 參考：《天水師范學院》2017年碩士論文

【摘要】：英語寫作是復雜的語言輸出過程,也是學生對所學的語言知識進行內(nèi)化和再創(chuàng)造的一種思維過程。它是學生語言綜合能力的體現(xiàn),也是目前高考英語試題中不可或缺的一部分,但英語寫作教學卻是高中語言教學中的一個薄弱環(huán)節(jié)。日常寫作教學中很多英語教師主要采用傳統(tǒng)的成果寫作法,重視和強調(diào)寫作的結(jié)果呈現(xiàn)與語法結(jié)構(gòu)的正確性,忽略了寫作過程中學生可能遇到的困難并提供相應(yīng)的幫助。如何有效提高學生的英語寫作能力以及如何改進當前英語寫作教學方法是亟需解決的問題。支架式教學源于維果斯基的“最近發(fā)展區(qū)”理論,是建構(gòu)主義理論下的核心教學模式。在支架式教學中,學習者在成人或其他更有能力的同伴的幫助下,依靠概念框架,將復雜的任務(wù)進行分解,然后逐步地完成任務(wù),因此該教學模式為高中英語寫作教學提供了很好的理論指導。本文針對高中英語寫作教學中存在的問題,以建構(gòu)主義及最近發(fā)展區(qū)理論為依據(jù),結(jié)合教材單元主題,整合相同話題的寫作材料,將寫作過程中復雜的任務(wù)加以分解,根據(jù)學生的最近發(fā)展區(qū),為學生搭建不同的支架,形成了以搭建寫前內(nèi)容支架,語言支架和結(jié)構(gòu)支架為主的單元主題寫作教學模式。本研究試圖回答以下三個問題:1)基于支架式教學的單元主題寫作能否激發(fā)學生對寫作的興趣,減少寫作時的焦慮感,增強寫作的自信?2)基于支架式教學的單元主題寫作能否提高學生的整體寫作能力?3)它在哪些方面有助于學生寫作能力的提高?本研究選取甘肅省天水一中高三年級的兩個平行班作為研究對象,分為控制班和實驗班。兩班均使用相同的寫作教材,周課時量亦相同并由研究者本人任教。實驗前運用調(diào)查問卷對高中英語寫作教學現(xiàn)狀進行了調(diào)查,同時通過寫作測試得知兩個班學生的英語寫作水平相當。隨后,結(jié)合新人教版高中英語必修一至選修八的單元主題,在實驗班進行了為期一學期的支架式教學實驗。實驗結(jié)束后,再一次對兩個班進行寫作測試,并在實驗班進行問卷調(diào)查,然后隨機抽取10位學生訪談。最后,將收集到的所有數(shù)據(jù)進行整理并進行定性和定量分析。研究結(jié)果表明,在基于支架式教學的單元主題寫作教學中,大量的交互性活動可以激發(fā)學生對英語寫作的興趣,為學生搭建的各種不同層次的支架和學生間的合作學習減少了學生寫作時的焦慮感,增強寫作時的自信;同時通過有效地利用教材資源和大量的可理解性輸入,使學生學會了準確使用相關(guān)主題詞匯及句型結(jié)構(gòu)來表達,從而提高了學生的整體寫作水平。尤其是從主題詞匯和銜接詞的運用及句式的復雜程度上來看,教師在英語寫作教學中根據(jù)學生的最近發(fā)展區(qū)搭建適合的支架有助于提高學生英語寫作水平。
[Abstract]:English writing is not only a complicated process of language output, but also a thinking process in which students internalize and recreate their language knowledge. It is not only the embodiment of students' comprehensive language ability, but also an indispensable part of the college entrance examination questions. However, English writing teaching is a weak link in high school language teaching. In the daily writing teaching, many English teachers mainly adopt the traditional method of achievement writing, pay attention to and emphasize the correctness of the presentation of the results of writing and the grammatical structure, ignore the difficulties that the students may encounter in the writing process and provide corresponding help. How to effectively improve students' English writing ability and how to improve the current teaching methods of English writing are urgent problems to be solved. Scaffolding teaching originated from Vygoski's "proximal development zone" theory and is the core teaching mode under constructivism theory. In scaffolding, learners, with the help of adults or other more capable peers, rely on the conceptual framework to decompose complex tasks and gradually complete them. Therefore, this teaching mode provides a good theoretical guidance for senior high school English writing teaching. Aiming at the problems existing in the teaching of English writing in senior high school, this paper, based on constructivism and the theory of the proximal development area, combines the theme of textbook unit and integrates the writing materials of the same topic to decompose the complex tasks in the process of writing. According to the students' proximal development area, different scaffolds are built for students, and a unit subject writing teaching mode is formed, which is mainly composed of pre-writing scaffolds, language scaffolds and structural scaffolds. This study attempts to answer the following three questions: 1) whether the unit theme writing based on scaffolding teaching can stimulate students' interest in writing and reduce their anxiety in writing. Can the unit theme writing based on scaffolding teaching improve students' overall writing ability? in what ways does it contribute to the improvement of students' writing ability? In this study, two parallel classes in Grade 3 of Tianshui Middle School in Gansu Province were selected as the research objects, divided into control class and experimental class. Both classes use the same writing materials, the weekly class hours are the same and the researchers themselves teach. The present situation of English writing teaching in senior high school was investigated by questionnaire before the experiment. At the same time, the writing test showed that the students in the two classes had the same level of English writing. Then, according to the unit theme from one to eight required subjects, the experiment was carried out in the experimental class for one semester. At the end of the experiment, writing tests were conducted again in two classes, questionnaires were conducted in the experimental class, and 10 students were randomly selected for interviews. Finally, all the collected data will be collated and qualitative and quantitative analysis. The results show that a large number of interactive activities can stimulate students' interest in English writing. Different levels of scaffolding for students and cooperative learning among students can reduce students' anxiety in writing, enhance their self-confidence in writing, and make effective use of textbook resources and a large amount of comprehensible input. Thus, the students can learn to use the relevant topic vocabulary and sentence structure to express accurately, thus improving the students' overall writing level. Especially from the point of view of the use of topic vocabulary and cohesive words and the complexity of sentence structure teachers can help to improve students' English writing level by building suitable scaffolding according to the students' proximate development area in English writing teaching.
【學位授予單位】：天水師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1917386