支架教學(xué)在高中英語寫作教學(xué)中的應(yīng)用現(xiàn)狀及其影響因素的調(diào)查研究
發(fā)布時間：2019-04-04 11:41
【摘要】：隨著現(xiàn)代教育的快速發(fā)展和支架理論的逐步成熟完善,高中教師日益廣泛地把支架理論應(yīng)用在日常英語寫作教學(xué)中,支架理論的應(yīng)用研究也吸引著許多研究者開展探究。本文重點研究以下兩個問題:在牡丹江地區(qū)高中英語寫作教學(xué)中教師呈現(xiàn)的支架種類的使用現(xiàn)狀如何;影響高中教師支架選擇使用現(xiàn)狀的因素有哪些。本文通過課堂觀察法,問卷調(diào)查法和訪談法實施分析順利開展研究。調(diào)查研究發(fā)現(xiàn):1.教師和學(xué)生普遍認(rèn)同示范支架的廣泛使用,游戲支架使用最少。除此之外,高一年級師生都認(rèn)為應(yīng)用較頻繁的是鼓勵支架。同時,對于高一教師而言,情景支架的應(yīng)用頻次也較高。高二年級師生都傾向于合作和情景支架的使用。高三年級師生在合作支架的廣泛使用方面意見一致,此外教師還認(rèn)同建議支架的應(yīng)用效果。尖刀班傾向于使用合作和情景支架,而普通班傾向示范、建議和鼓勵支架。2.產(chǎn)生這種現(xiàn)狀的影響因素主要來自師生兩方面。從學(xué)生方面,主要因素為學(xué)生接受水平和學(xué)生需求。從教師方面,主要因素為教學(xué)目標(biāo)和教師角色。除此之外,其影響因素還包括操作程序,活動設(shè)計,評價方式,教學(xué)模式,學(xué)生注意力,學(xué)生興趣,寫作學(xué)習(xí)習(xí)慣和教師自身支架教學(xué)理論的知識儲備。本研究有助于完善對支架教學(xué)原則的理解和實施,提高教師的教學(xué)水平,幫助學(xué)生解決寫作中的困難,更好地促進(jìn)英語寫作教學(xué),最終改善教學(xué)質(zhì)量。
[Abstract]:With the rapid development of modern education and the gradual maturity and perfection of scaffolding theory, senior high school teachers have increasingly applied scaffolding theory to daily English writing teaching. The application of scaffolding theory has attracted many researchers to explore. This paper focuses on the following two issues: in Mudanjiang high school English writing teaching, teachers present the current situation of the use of scaffolds presented by teachers, and what are the factors that affect the selection and use of stents for senior high school teachers. This article through classroom observation method, questionnaire survey method and interview method implementation analysis carries out the research smoothly. Findings of investigation: 1. Teachers and students generally agree that demonstration brackets are widely used, and game stents are least used. In addition, senior grade teachers and students believe that the more frequent use is to encourage scaffolds. At the same time, for senior high school teachers, the application frequency of situational scaffolds is also higher. Teachers and students in senior two tend to cooperate and use situational scaffolds. The teachers and students in the third grade of senior high school agree with each other on the widespread use of cooperative scaffolds, and the teachers also agree with the application effect of the proposed scaffolds. Sharp-knife classes tend to use cooperative and situational stents, while ordinary classes tend to demonstrate, recommend and encourage stents. 2. The factors that influence the present situation mainly come from two aspects: teachers and students. From the student aspect, the main factor is the student acceptance level and the student demand. From the teacher aspect, the main factors are the teaching goal and the teacher's role. In addition, the influencing factors include operation procedure, activity design, evaluation method, teaching mode, students' attention, students' interest, writing learning habits and the knowledge reserve of teachers' self-supporting teaching theory. This study is helpful to improve the understanding and implementation of the principles of scaffolding teaching, improve the teaching level of teachers, help students solve the difficulties in writing, promote the teaching of English writing better, and finally improve the teaching quality.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2453776
[Abstract]:With the rapid development of modern education and the gradual maturity and perfection of scaffolding theory, senior high school teachers have increasingly applied scaffolding theory to daily English writing teaching. The application of scaffolding theory has attracted many researchers to explore. This paper focuses on the following two issues: in Mudanjiang high school English writing teaching, teachers present the current situation of the use of scaffolds presented by teachers, and what are the factors that affect the selection and use of stents for senior high school teachers. This article through classroom observation method, questionnaire survey method and interview method implementation analysis carries out the research smoothly. Findings of investigation: 1. Teachers and students generally agree that demonstration brackets are widely used, and game stents are least used. In addition, senior grade teachers and students believe that the more frequent use is to encourage scaffolds. At the same time, for senior high school teachers, the application frequency of situational scaffolds is also higher. Teachers and students in senior two tend to cooperate and use situational scaffolds. The teachers and students in the third grade of senior high school agree with each other on the widespread use of cooperative scaffolds, and the teachers also agree with the application effect of the proposed scaffolds. Sharp-knife classes tend to use cooperative and situational stents, while ordinary classes tend to demonstrate, recommend and encourage stents. 2. The factors that influence the present situation mainly come from two aspects: teachers and students. From the student aspect, the main factor is the student acceptance level and the student demand. From the teacher aspect, the main factors are the teaching goal and the teacher's role. In addition, the influencing factors include operation procedure, activity design, evaluation method, teaching mode, students' attention, students' interest, writing learning habits and the knowledge reserve of teachers' self-supporting teaching theory. This study is helpful to improve the understanding and implementation of the principles of scaffolding teaching, improve the teaching level of teachers, help students solve the difficulties in writing, promote the teaching of English writing better, and finally improve the teaching quality.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【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)】
相關(guān)期刊論文 前2條
1 黃錦超;;支架式教學(xué)在高中英語寫作中的應(yīng)用[J];課程教育研究;2013年13期
2 蔡慧萍;方琰;;英語寫作教學(xué)現(xiàn)狀調(diào)查與分析[J];外語與外語教學(xué);2006年09期
，本文編號：2453776
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