本文選題：思維導(dǎo)圖 + 職高�。� 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：英語寫作作為英語基本技能的要素之一,是體現(xiàn)英語綜合能力的重要指標(biāo),在教學(xué)過程中占據(jù)重要的地位�，F(xiàn)階段的英語寫作教學(xué)受到傳統(tǒng)教學(xué)方式的影響,教學(xué)模式陳舊,一味要求學(xué)生背誦作文模板,忽視了學(xué)生的主動性和創(chuàng)造性;學(xué)生缺乏寫作興趣,詞匯量少和作文框架的建構(gòu)能力不足,這些情況使得英語寫作的教學(xué)效果不容樂觀。尤其對于職高學(xué)生來說,他們英語基礎(chǔ)相對較差,學(xué)習(xí)動機(jī)不強(qiáng),缺乏自信心和寫作的熱情,在寫作教學(xué)效果方面更是不盡人意。因此,本研究對英語寫作現(xiàn)狀做出一些改變,提出了用思維導(dǎo)圖的方式進(jìn)行英語寫作教學(xué)。思維導(dǎo)圖是東尼·博贊在上個世紀(jì)70年代提出的一種可視化的圖表,一種思維工具,被稱為大腦的軍工刀,可以解讀大腦的思維軌跡。思維導(dǎo)圖是一座橋梁,可以把新舊知識有效的連接在一起,著重為學(xué)生提供寫作素材、作文框架和文章的提綱。所以思維導(dǎo)圖應(yīng)用于英語寫作中,旨在幫助學(xué)生解決在英語寫作中學(xué)生不會寫和不知道怎么寫的困境。本研究針對當(dāng)前英語寫作的現(xiàn)狀,試圖探究思維導(dǎo)圖應(yīng)用于職高應(yīng)以寫作的可行性和有效性,并以腦科學(xué)、知識可視化和建構(gòu)主義為理論依據(jù),以運城市新絳縣職業(yè)教育中心的兩個班108名學(xué)生為研究對象,進(jìn)行為期四個月的實驗。實驗內(nèi)容主要針對三個問題:(1)思維導(dǎo)圖應(yīng)用于職高英語寫作能否提高學(xué)生的寫作興趣?(2)思維導(dǎo)圖應(yīng)用于職高英語寫作能否豐富學(xué)生的寫作策略?(3)思維導(dǎo)圖應(yīng)用于職高英語寫作能否提高學(xué)生的寫作水平?本研究結(jié)合實驗研究和問卷調(diào)查,對兩個平行班(實驗班和控制班)的寫作進(jìn)行研究:控制班采用傳統(tǒng)的寫作方式進(jìn)行教學(xué),實驗班應(yīng)用思維導(dǎo)圖進(jìn)行寫作教學(xué)。該項研究將測試和問卷的實驗數(shù)據(jù)通過SPSS17.0進(jìn)行統(tǒng)計和分析,加以綜合研究。筆者通過前測問卷和前測試卷了解兩個班的寫作現(xiàn)狀,運用問卷后測和后測試卷分析試驗后兩個班在寫作方面的變化情況。研究結(jié)果表明,通過思維導(dǎo)圖的應(yīng)用,發(fā)現(xiàn)了該方法有利于提高了學(xué)生的寫作水平和寫作興趣,同時寫作策略也得到了豐富。因此,思維導(dǎo)圖應(yīng)用于職高英語寫作教學(xué)中是有效的。本文的研究有一定的局限性,為今后的進(jìn)一步研究提出了一些建議。
[Abstract]:As one of the elements of basic English skills, English writing is an important indicator of English comprehensive competence and plays an important role in the teaching process. At present, the teaching of English writing is influenced by the traditional teaching methods. The teaching mode is old, and the students are blindly asked to recite the composition template, thus ignoring the students' initiative and creativity, and the students lack interest in writing. The teaching effect of English writing is not optimistic because of the small vocabulary and the lack of the ability to construct the composition frame. Especially for vocational high school students, their English foundation is relatively poor, their learning motivation is not strong, they lack self-confidence and writing enthusiasm, and the teaching effect of writing is not satisfactory. Therefore, the present study has made some changes to the present situation of English writing and put forward the method of thinking map in English writing teaching. Mind-map is a kind of visual chart and a thinking tool proposed by Donnie Bozan in the 1970s. It is called the military knife of the brain and can interpret the brain's thinking track. Mind map is a bridge which can effectively connect old and new knowledge, and provide students with writing materials, composition framework and outline of the article. So thinking map is applied to English writing to help students solve the problem that students can't write and don't know how to write. In view of the present situation of English writing, this study attempts to explore the feasibility and effectiveness of writing in the application of thinking mapping to vocational high schools, and based on the theories of brain science, knowledge visualization and constructivism. Two classes of 108 students in Jiangxian Vocational Education Center of Yuncheng City were studied for four months. The content of the experiment is mainly aimed at three questions: (1) whether the application of thinking map to English writing in vocational high schools can enhance students' interest in writing? (2) whether thinking map can enrich students' writing strategies in vocational high school English writing? (2) whether thinking map can enrich students' writing strategies; and how to apply thinking map to English writing in vocational high schools. Can vocational high school English writing improve students' writing level? Based on the experimental research and questionnaire survey, this paper studies the writing of two parallel classes (experimental class and control class): the control class uses the traditional writing method to teach, and the experimental class applies the thinking map to the writing teaching. The data of the test and questionnaire were analyzed and analyzed by SPSS 17.0. Through the pre-test questionnaire and the pre-test paper, the author understands the writing situation of the two classes, and analyzes the changes in writing between the two classes by using the questionnaire post-test and post-test paper. The results show that the method is helpful to improve students' writing ability and interest, and the writing strategies are also rich. Therefore, the application of thinking map in English writing teaching in vocational high schools is effective. The research in this paper has some limitations, and some suggestions for further study are put forward.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

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