本文選題：英語寫作 + 以讀促寫　； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：長期以來,高中生在英語寫作方面付出了許多的努力,但卻仍舊英語學(xué)習(xí)興趣不高,感到學(xué)習(xí)被動,同時覺得英語寫作很困難。高中英語教師多著重閱讀教學(xué),包括新單詞和語法教學(xué)。相比之下,寫作教學(xué)并沒有引起足夠的重視。寫作技巧的教學(xué),也沒有引起足夠的重視。同時,也忽視了寫作練習(xí)的重要性。因此,高中生總體英語寫作水平不高,也存在很多問題。已有相關(guān)研究表明,“以讀促寫”教學(xué)模式能促進(jìn)學(xué)習(xí)者語言寫作能力的提高。因此,本研究將通過結(jié)合英語閱讀教學(xué)和寫作教學(xué),旨在促進(jìn)高中生英語寫作水平的提高。這種讀寫結(jié)合的教學(xué)方法叫做“以讀促寫”教學(xué)模式,基于Krashen的可理解性輸入理論,建構(gòu)主義學(xué)習(xí)理論和文秋芳的產(chǎn)出導(dǎo)向法,本研究還結(jié)合國內(nèi)外關(guān)于語言閱讀和寫作的相互關(guān)系研究。為了驗證“以讀促寫”寫作教學(xué)模式的有效性,本研究進(jìn)行了一項實驗研究,此研究屬于單組實驗前后測試設(shè)計。該實驗研究旨在通過此教學(xué)模式來比較學(xué)生實驗前后的英語寫作水平變化,對于此教學(xué)模式是否能夠提高學(xué)生的英語寫作水平和英語語言準(zhǔn)確性。本實驗研究提出了3個研究問題:(1)“以讀促寫”教學(xué)模式是否能夠提高學(xué)生的寫作水平通過比較前后測的寫作成績?(2)“以讀促寫”教學(xué)模式對于高中生作文中的語言準(zhǔn)確性影響如何?(3)被試在此實驗研究后對于“以讀促寫”教學(xué)模式的態(tài)度如何?本研究的對象為44名來自新建二中高一普通班的學(xué)生。研究工具涉及7次寫作任務(wù)和一份問卷調(diào)查。7次寫作任務(wù)分為前測、5次實驗寫作任務(wù)和后測。本次實驗研究時間將持續(xù)7周,每次寫作在周一進(jìn)行,進(jìn)行時間為2節(jié)課,每節(jié)課45分鐘。后測在7次寫作任務(wù)結(jié)束后一周進(jìn)行。所有收集到的數(shù)據(jù)全部通過SPSS20.0軟件進(jìn)行檢驗,來分析實驗前后學(xué)生的寫作水平變化,語言準(zhǔn)確性的變化幅度和學(xué)生的整體態(tài)度。結(jié)果表明,相比前測的作文寫作分?jǐn)?shù),學(xué)生在后測的作文寫作中有著顯著的分?jǐn)?shù)提高。這也證明了本研究中的“以讀促寫”教學(xué)模式能夠大大提高學(xué)生寫作中的語言準(zhǔn)確性,由于教師的及時批改、評價和反饋,同時也由于足夠的寫作訓(xùn)練。同時,從問卷作答情況可以得知,學(xué)生對于“以讀促寫”持有積極的態(tài)度。因此,“以讀促寫”教學(xué)不僅能夠提高學(xué)生的整體寫作水平包括寫作技巧,同時也激發(fā)了學(xué)生的英語學(xué)習(xí)興趣,養(yǎng)成了良好的閱讀和寫作習(xí)慣,這將對以后的英語學(xué)習(xí)打下良好的基礎(chǔ)。
[Abstract]:For a long time, senior high school students have made a lot of efforts in English writing, but they still have a low interest in learning English, feel passive in learning, and find it difficult to write English. High school English teachers focus on reading teaching, including new words and grammar teaching. In contrast, writing teaching has not attracted enough attention. The teaching of writing skills has not attracted enough attention. At the same time, the importance of writing practice is ignored. Therefore, the overall English writing level of high school students is not high, and there are many problems. Relevant studies have shown that the teaching mode of "reading and writing" can improve learners' writing ability. Therefore, this study aims to promote the improvement of senior high school students' English writing level by combining English reading teaching with writing teaching. This combination of reading and writing teaching is called "reading and writing", based on Krashen's comprehensible input theory, constructivist learning theory, and Wen Qiufang's production-oriented approach. The present study also combines domestic and foreign studies on the interrelationship between language reading and writing. In order to verify the effectiveness of the teaching mode of "reading and writing", an experimental study was carried out in this study, which belongs to the test design before and after a single group of experiments. The purpose of this study is to compare the changes of students' English writing level before and after the experiment, and whether this teaching mode can improve students' English writing proficiency and English language accuracy. This experiment puts forward three research questions: (1) can the teaching mode of "reading promote writing" can improve the students' writing achievement before and after the comparison? (2) the teaching mode of "reading and writing" for senior high school students' composition What is the effect of language accuracy? (3) what is the attitude of the subjects to the teaching mode of "reading and writing" after this experimental study? The subjects of this study were 44 students from the first ordinary class of New Middle School. The research tools involved 7 writing tasks and 7. 7 writing tasks, which were divided into 5 experimental writing tasks and 5 posttest tasks. The study will last 7 weeks. Each writing session will take place on Monday for 2 sessions of 45 minutes each. The post-test was conducted one week after the completion of 7 writing assignments. All the collected data were tested by SPSS 20.0 software to analyze the changes of students' writing level, the range of language accuracy and the students' overall attitude before and after the experiment. The results show that compared with the pre-test scores, the students' scores in post-test writing are significantly improved. This proves that the teaching mode of "reading and writing" in this study can greatly improve the accuracy of students' writing, due to teachers' timely correction, evaluation and feedback, as well as due to adequate writing training. At the same time, according to the questionnaire, students have a positive attitude towards reading and writing. Therefore, the teaching of "reading and writing" can not only improve the students' overall writing skills, but also stimulate the students' interest in English learning and develop good reading and writing habits. This will lay a good foundation for future English learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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