本文選題：支架式教學(xué) + 英語寫作��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：語言是人類最重要的思維和交流工具,對于促進(jìn)人的全面發(fā)展具有重要意義。隨著當(dāng)今社會和經(jīng)濟(jì)活動日益全球化,英語已然成為學(xué)生必備的基本素養(yǎng)之一�！队⒄Z課程標(biāo)準(zhǔn)》(2003)強(qiáng)調(diào)語英語寫作是學(xué)生綜合語言運(yùn)用能力的體現(xiàn),是英語聽、說、讀、寫四項(xiàng)基本語言技能中的一項(xiàng)重要技能,而且,也是新時(shí)期學(xué)生必須具備的交流溝通能力之一。然而,高中英語寫作教學(xué)的現(xiàn)狀不是令人滿意,學(xué)生在寫作過程中還存在著一些問題。因此,如何提高高中生英語寫作能力,改善學(xué)生的英語寫作態(tài)度,對教師而言,是一項(xiàng)迫切而又具有挑戰(zhàn)性的任務(wù)。支架式教學(xué)是建構(gòu)主義理論指導(dǎo)下三種教學(xué)模式之一,源于維果斯基的”最近發(fā)展區(qū)”理論。教學(xué)過程中以學(xué)生為中心,教師通過為學(xué)生搭建支架,創(chuàng)設(shè)真實(shí)的情境,讓他們在獨(dú)立探索、協(xié)作學(xué)習(xí)與效果評價(jià)中逐步超越其最近發(fā)展區(qū)而達(dá)到下一發(fā)展階段的水平,直至學(xué)習(xí)者能夠獨(dú)立地解決問題時(shí)撤掉支架,然后在此基礎(chǔ)上進(jìn)行下一個發(fā)展區(qū)的發(fā)展。筆者將支架式教學(xué)應(yīng)用于高中英語寫作,試圖回答以下兩個研究問題:1.支架式教學(xué)對學(xué)生英語寫作能力有何影響?2.支架式教學(xué)對學(xué)生英語寫作的興趣、自信心和習(xí)慣有怎樣的影響,以及學(xué)生對支架式教學(xué)的態(tài)度如何?接著本文對英語寫作教學(xué)方法、支架式教學(xué)以及兩者關(guān)系的研究狀況進(jìn)行了論述,同時(shí)介紹了支架式教學(xué)的理論基礎(chǔ),主要包括建構(gòu)主義理論和最近發(fā)展區(qū)理論。筆者選取廣東省河源市廣州大學(xué)附屬東江中學(xué)高二兩個平行班為參與者進(jìn)行為期14周的教學(xué)實(shí)驗(yàn),其中一個班為實(shí)驗(yàn)班,共52人,另一個班為控制班,共54人。實(shí)驗(yàn)班采用支架式教學(xué),作者將支架式教學(xué)與參與者的特點(diǎn)等結(jié)合起來,設(shè)計(jì)出寫作前支架的搭建與撤離,寫作中支架的搭建與撤離和寫作后支架的搭建與撤離的教學(xué)過程。對照班采用傳統(tǒng)的結(jié)果寫作教學(xué)方法。研究工具有測試(前測,后測),問卷調(diào)查(問卷I,問卷II)以及訪談,并運(yùn)用SPSS22.0、Excel2003軟件對實(shí)驗(yàn)前后所有數(shù)據(jù)進(jìn)行統(tǒng)計(jì)和分析。本研究的結(jié)論:1.通過對數(shù)據(jù)的對比分析,主要包括實(shí)驗(yàn)班與對照班前后配對樣本檢驗(yàn),獨(dú)立樣本檢驗(yàn),以及統(tǒng)計(jì)實(shí)驗(yàn)班和對照班高、中、低三個水平段的學(xué)生數(shù)量和平均成績的變化,數(shù)據(jù)結(jié)果表明支架式教學(xué)能夠提高學(xué)生的英語寫作能力,主要表現(xiàn)在可以提高學(xué)生作文的內(nèi)容、語法、詞匯和連貫性四個方面。2.通過實(shí)驗(yàn)前后的問卷調(diào)查和對9名同學(xué)(包括3名高水平學(xué)生,3名中水平學(xué)生和3名低水平學(xué)生)的訪談可以看出,支架式教學(xué)能夠激發(fā)學(xué)生的英語寫作興趣,提高學(xué)生的寫作自信心和改善學(xué)生的寫作習(xí)慣,并且實(shí)驗(yàn)班學(xué)生對支架式教學(xué)持有積極的態(tài)度。作者希望本研究能為今后的高中英語寫作教學(xué)提供一定的啟示。
[Abstract]:Language is the most important tool for human thinking and communication. With the increasing globalization of social and economic activities, English has become one of the essential qualities for students. English Curriculum Standard (2003) emphasizes that English writing is the embodiment of students' comprehensive language use ability, and it is English listening, speaking and reading. Writing one of the four basic language skills is also one of the communication skills that students must have in the new era. However, the present situation of English writing teaching in senior high school is not satisfactory, and there are still some problems in the process of students' writing. Therefore, how to improve high school students' English writing ability and students' English writing attitude is an urgent and challenging task for teachers. Scaffolding teaching is one of the three teaching modes under the guidance of constructivism theory, which originates from Vygoski's "proximal development zone" theory. In the teaching process, student-centered, teachers build scaffolding for students, create real situation, let them in the independent exploration, collaborative learning and effect evaluation, gradually surpass their proximal development area and reach the level of the next stage of development. The scaffold is removed until the learner can solve the problem independently, and then the next development zone is developed on this basis. The author applies scaffolding teaching to high school English writing and tries to answer the following two research questions: 1. What is the effect of scaffolding teaching on students' English writing ability? What is the influence of scaffolding teaching on students' interest in English writing, self-confidence and habits, and how students' attitude towards scaffolding teaching? Then, this paper discusses the teaching methods of English writing, scaffolding teaching and the relationship between them. At the same time, it introduces the theoretical basis of scaffolding teaching, including constructivism theory and the theory of the proximal development zone. The author chooses two parallel classes of Dongjiang Middle School affiliated to Guangzhou University in Heyuan City, Guangdong Province, as participants to carry out a 14-week teaching experiment, one of which is an experimental class with 52 students and the other a control class with 54 students. The experimental class adopts the scaffold teaching. The author combines the scaffolding teaching with the characteristics of the participants, and designs the teaching process of the scaffold before writing, the scaffold construction and evacuation in writing and the scaffold construction and evacuation after writing. The control class adopts the traditional teaching method of resultant writing. The research tools include test (pre-test, post-test), questionnaire (questionnaire I, questionnaire II) and interviews. All the data before and after the experiment were analyzed by using SPSS 22.0 / Excel 2003 software. Conclusion: 1. Through the comparative analysis of the data, including the experimental class and control class before and after matching sample test, independent sample test, as well as statistics of the experimental class and the control class high, middle, low three levels of students' number and average results. The results show that scaffolding teaching can improve students' English writing ability, mainly in the aspects of content, grammar, vocabulary and coherence. Through the questionnaire survey before and after the experiment and the interview with 9 students (including 3 high level students and 3 low level students), it can be seen that scaffolding teaching can stimulate students' interest in English writing. Improve students' writing self-confidence and writing habits, and the experimental class students have a positive attitude towards scaffolding teaching. The author hopes that this study will provide some enlightenment for the teaching of English writing in senior high school.
【學(xué)位授予單位】：廣州大學(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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