【摘要】：在高中英語學習階段,英語寫作能力一直備受老師和學生的重視。經過多年的研究,王初明教授在2012年提出了“讀后續(xù)寫法”,并指出“讀后續(xù)寫”是提高外語學習效率的一種有效方法。本研究主要探索“讀后續(xù)寫法”在高中英語學習階段,能否有效地提高學生英語寫作表現(xiàn)。按照三性分析法,本論文具體展開了對“讀后續(xù)寫法”能否提高高中生英語寫作的復雜性、準確性及流利性的研究。參與本文研究的主體是來自于某某中學高中部高三兩個平行班的60名學生。主要的研究工具包括一次前測,兩次后測及對實驗班30名學生進行的訪談。整個實驗研究歷時十九周。其中第一周作為前測,以確定實驗組與控制組在實驗教學前,在英語寫作能力方面沒有明顯的差異。第二周到第十三周用來實驗教學。第十四周進行第一次后測,以了解“讀后續(xù)寫法”在高中英語寫作中的有效性及其對英語寫作的復雜性、準確性、流暢性的提高效果。第十五周到第十八周沒有任何的教學干預,然后在第十九周進行第二次后測,旨在探索“讀后續(xù)寫法”的有效性是否具有持續(xù)性。本研究利用SPSS軟件對實驗結果進行了定量和質性分析及討論。最后本研究的主要發(fā)現(xiàn)有:一、“讀后續(xù)寫法”能夠提高高中學生英語寫作的能力,并且此方法的有效性在一個月無任何干預的情況下依然存在,而且實驗組成績表現(xiàn)顯著高于對比組成績表現(xiàn)。二、“讀后續(xù)寫法”能夠促進高中學生英語寫作復雜性方面能力的發(fā)展,并且此方法的有效性在一個月無任何干預的情況下依然存在,而且實驗組成績表現(xiàn)顯著高于對照組成績表現(xiàn)。三、從實驗組本身的平均分變化及發(fā)展趨勢的實驗數(shù)據(jù)來看,“讀后續(xù)寫法”能夠促進高中學生英語寫作準確性方面能力的發(fā)展;但從獨立樣本T檢驗的數(shù)據(jù)結果來看,實驗組成績表現(xiàn)與對比組成績表現(xiàn)差異不顯著。四、從實驗組本身的平均分變化及發(fā)展趨勢的實驗數(shù)據(jù)來看,“讀后續(xù)寫法”能夠促進高中學生英語寫作流利性方面能力的發(fā)展;但從獨立樣本T檢驗的數(shù)據(jù)結果來看,實驗組成績表現(xiàn)與對比組成績表現(xiàn)差異不顯著。通過對實驗組學生的訪談得知,一方面,學生對“讀后續(xù)寫法”很感興趣,并且認為這種方法能夠激發(fā)他們的寫作熱情,發(fā)揮他們的想象力,活躍他們的思維。另一方面,因為“讀后續(xù)寫法”的題型與本實驗中對象所在省高考題型不一致,導致部分學生對“讀后續(xù)寫法”有所偏見,在學習過程中不夠認真,教學效果受到影響。
[Abstract]:In the high school English learning stage, English writing ability has been attached great importance by teachers and students. After many years of research, Professor Wang Juming put forward the method of "reading follow-up writing" in 2012, and pointed out that "after reading and writing" is an effective method to improve the efficiency of foreign language learning. This study is to explore whether the following reading method can effectively improve students' English writing performance in senior high school English learning. According to the three-sex analysis, this thesis has carried out a study on whether "reading follow-up writing" can improve the complexity, accuracy and fluency of senior high school students' English writing. The main body of this study is 60 students from two parallel classes of Senior three. The main research tools include a pre-test, two post-tests and interviews with 30 students in the experimental class. The whole study lasted 19 weeks. The first week was used as a pretest to determine that there was no significant difference in English writing ability between the experimental group and the control group before the experiment. The second week and the thirteenth week are used for experimental teaching. The first posttest was conducted in the 14th week to understand the effectiveness of "reading follow-up writing" in senior high school English writing and its complexity, accuracy and fluency in English writing. From the fifteenth week to the eighteenth week, there was no teaching intervention, and then a second post-test was conducted in the nineteenth week, in order to explore whether the effectiveness of "reading follow-up writing" was sustainable. In this study, the quantitative and qualitative analysis and discussion of the experimental results were carried out by using SPSS software. Finally, the main findings of this study are as follows: first, "Reading Follow-up Writing" can improve the English writing ability of senior high school students, and the effectiveness of this method still exists without any intervention in one month. Moreover, the performance of the experimental group was significantly higher than that of the contrast group. Second, "Reading Follow-up Writing" can promote the development of English writing complexity of senior high school students, and the effectiveness of this method still exists without any intervention in a month. Moreover, the performance of the experimental group was significantly higher than that of the control group. Thirdly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing" can promote the development of English writing accuracy of senior high school students, but from the data of independent sample T test, we can see that the following writing method can promote the development of English writing accuracy of senior high school students. There was no significant difference between the experimental group and the contrast group. Fourthly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing method" can promote the development of English writing fluency ability of senior high school students, but from the data of independent sample T test, it can be seen from the results of independent sample T test. There was no significant difference between the experimental group and the contrast group. On the one hand, the students are very interested in "reading follow-up writing", and think that this method can arouse their writing enthusiasm, play their imagination, and activate their thinking. On the other hand, because the question type of "reading follow-up writing" is not consistent with that of the subjects in this experiment, some students are biased against "reading follow-up writing", so they are not serious enough in the process of study, and the teaching effect is affected.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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