【摘要】：英語寫作是高中學(xué)生必備的一項(xiàng)重要語言技能�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》(教育部,2003)要求學(xué)生能寫出連貫且結(jié)構(gòu)完整的短文。但從教學(xué)實(shí)踐來看,高中英語教師對(duì)學(xué)生寫作缺乏有效指導(dǎo),學(xué)生在寫作過程中存在信心不足、審題不清、語法運(yùn)用錯(cuò)誤、語言表達(dá)邏輯混亂等問題,學(xué)生寫作能力欠佳。讀寫結(jié)合作為一種結(jié)合閱讀進(jìn)行寫作的綜合方法,讓學(xué)生從閱讀中獲取寫作營(yíng)養(yǎng),然后應(yīng)用到寫作中,很有助于提高學(xué)生的寫作能力。本研究以可理解輸入假設(shè)、可理解輸出假設(shè)和圖式理論為基礎(chǔ),探索讀寫結(jié)合能否比傳統(tǒng)的教學(xué)方法更加有助于提升學(xué)生英語寫作的自信心、興趣;能否提高學(xué)生的英語寫作能力,尤其是能否提高學(xué)生英語寫作復(fù)雜性、準(zhǔn)確性和流利性。本文首先隨機(jī)選取了民勤一中高二兩個(gè)自然班作為研究對(duì)象,對(duì)兩個(gè)班進(jìn)行了問卷調(diào)查和寫作測(cè)試,結(jié)果表明兩個(gè)班學(xué)生的寫作能力處于同一水平。接著,兩個(gè)自然班被分別設(shè)定為實(shí)驗(yàn)班和對(duì)照班。對(duì)于實(shí)驗(yàn)班,授課教師采用讀寫結(jié)合進(jìn)行英語寫作教學(xué);對(duì)于控制班,教師采用傳統(tǒng)的教學(xué)方法。最后,對(duì)兩個(gè)班進(jìn)行寫作測(cè)試,實(shí)驗(yàn)班進(jìn)行問卷調(diào)查,進(jìn)而收集整理數(shù)據(jù),通過數(shù)據(jù)分析回答了本文提出的研究問題。研究結(jié)果表明,與傳統(tǒng)的寫作教學(xué)方法相比,讀寫結(jié)合有助于提升學(xué)生寫作自信心、激發(fā)學(xué)生寫作興趣,更有助于提高學(xué)生的寫作成績(jī),在提高學(xué)生作文準(zhǔn)確性和復(fù)雜性方面比傳統(tǒng)的教學(xué)方法有優(yōu)勢(shì)。讀寫結(jié)合的應(yīng)用研究,不僅驗(yàn)證了讀寫結(jié)合的可行性,也豐富了高中英語寫作教學(xué)方法。與此同時(shí),也期望本研究能夠引導(dǎo)教師在教學(xué)中,注意在閱讀文本中挖掘有利于提高學(xué)生寫作能力的話題、體裁、篇章結(jié)構(gòu)等寫作信息,可以采用讀后寫摘要、讀后續(xù)寫、讀后仿寫、讀后創(chuàng)寫、讀后改寫等符合學(xué)生心理成長(zhǎng)特點(diǎn)、認(rèn)知發(fā)展特征的方法,漸次提高其英語寫作能力。
[Abstract]:English writing is an important language skill for senior high school students. "English Curriculum Standard for General Senior High School (experiment)" (Ministry of Education 2003) requires students to write a coherent and structured essay. However, from the perspective of teaching practice, high school English teachers lack effective guidance on students' writing, lack of confidence in the process of writing, unclear examination of questions, errors in the use of grammar, confusion of language expression logic, and so on, and the students' writing ability is not good enough. The combination of reading and writing, as a comprehensive method of combining reading with writing, enables students to obtain writing nutrition from reading, and then applies it to writing, which is helpful to improve students' writing ability. On the basis of comprehensible input hypothesis, comprehensible output hypothesis and schema theory, this study explores whether the combination of reading and writing can be more helpful to enhance students' confidence and interest in English writing than traditional teaching methods. Whether to improve students' English writing ability, especially whether they can improve their English writing complexity, accuracy and fluency. In this paper, two natural classes of Minqin No. 1 Middle School were randomly selected as the object of study, and the two classes were investigated by questionnaires and writing tests. The results show that the students' writing ability of the two classes is at the same level. Then, the two natural classes were set up as the experimental class and the control class respectively. For the experimental class, the teaching teachers adopt the combination of reading and writing to teach English writing; for the control class, the teachers adopt the traditional teaching method. Finally, the two classes were tested, the experimental class was investigated by questionnaire, and the data were collected and collated, and the research questions put forward in this paper were answered by the data analysis. The results show that the combination of reading and writing can promote students' writing self-confidence, stimulate students' interest in writing, and improve students' writing achievement, compared with traditional writing teaching methods. It has advantages over traditional teaching methods in improving students' composition accuracy and complexity. The application research of the combination of reading and writing not only verifies the feasibility of the combination of reading and writing, but also enriches the teaching methods of English writing in senior high school. At the same time, it is also expected that this study can lead teachers to pay attention to the topic, genre, text structure and other writing information which are beneficial to the improvement of students' writing ability in reading texts, which can be used to write abstracts after reading and continue after reading. The methods of copying writing after reading, creating writing after reading, and rewriting after reading are in line with the characteristics of students' psychological growth and cognitive development, so as to improve their English writing ability step by step.
【學(xué)位授予單位】：天水師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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