2017年,《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》明確指出“讀是理解性技能,寫是表達(dá)性技能,二者在語(yǔ)言學(xué)習(xí)過(guò)程中相輔相成、相互促進(jìn)。學(xué)生應(yīng)通過(guò)大量專項(xiàng)和綜合性語(yǔ)言實(shí)踐活動(dòng),發(fā)展語(yǔ)言技能”。同時(shí),實(shí)施建議部分明確指出寫作部分主要考查學(xué)生的寫作能力,其中包括寫作的流利性、準(zhǔn)確性和得體性,故事續(xù)寫是主要的考試形式之一。2012年,王初明提出讀寫結(jié)合的重要實(shí)踐載體——讀后續(xù)寫理論。2016年,高考采取讀后續(xù)寫,從考試結(jié)果來(lái)看,絕大多數(shù)學(xué)生都表示在面對(duì)讀后續(xù)寫時(shí)遇到了很大的困難。這說(shuō)明讀后續(xù)寫教學(xué)存在一定的問(wèn)題,需要我們?nèi)ヌ骄啃兄行У淖x后續(xù)寫教學(xué)策略。本論文將調(diào)查研究高中英語(yǔ)課堂讀后續(xù)寫的教學(xué)現(xiàn)狀,主要研究以下問(wèn)題:1.高中英語(yǔ)教師對(duì)讀后續(xù)寫的認(rèn)識(shí)和態(tài)度如何?2.高中英語(yǔ)教師在讀后續(xù)寫教學(xué)過(guò)程中,都采用了哪些教學(xué)方式與方法?3.高中英語(yǔ)讀后續(xù)寫的教學(xué)效果如何?針對(duì)以上問(wèn)題,作者對(duì)山東煙臺(tái)60名在職高中英語(yǔ)教師和200名高三學(xué)生進(jìn)行了問(wèn)卷調(diào)查,觀察了三名高三英語(yǔ)教師的讀后續(xù)寫課堂并對(duì)其進(jìn)行了訪談,此外,作者又對(duì)另外兩名高三英語(yǔ)教師進(jìn)行了訪談。同時(shí)也訪談了三名高三學(xué)生。研究結(jié)果顯示:大多數(shù)老師已... 

【文章來(lái)源】：魯東大學(xué)山東省

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Backg round of the Research
        1.1.1 Promulgation of the English Curriculum Standards for Senior High Schools（2017）
        1.1.2 Current Situation of the English Writing Teaching in the Senior High School
        1.1.3 Proposal of the Continuation Task
    1.2 Significance of the Research
    1.3 Structure of the Research
Chapter Two Literature Review
    2.1 Definition of the Continuation Task
    2.2 Theoretical Basis
        2.2.1 Input Hypothesis
        2.2.2 Output Hypothesis
        2.2.3 Alignment Effect
    2.3 Researches at Home and Abroad
        2.3.1 Researches at Home
        2.3.2 Researches Abroad
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Methods and Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Teachers’Understanding and Attitude of the Continuation Task
        4.1.1 Results and Discussion of the Questionnaire
        4.1.2 Results and Discussion of the Interview
    4.2 Teaching Methods and Techniques Adopted
        4.2.1 Results and Discussion of the Questionnaire
        4.2.2 Results and Discussion of the Classroom Observation
        4.2.3 Results and Discussion of the Interview
    4.3 Effect of the Teaching of the Continuation Task
        4.3.1 Results and Discussion of the Questionnaire
        4.3.2 Results and Discussion of the Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications and Limitations
        5.2.1 Implications
        5.2.2 Limitations of this Study
        5.2.3 Suggestions for the Further Study
References
Appendix One Questionnaire for Teachers
Appendix Two Questionnaire for Students
Appendix Three Texts of the Continuation Task from the Classroom Observation
Appendix Four Outline of Teachers’Interview
Appendix Five Outline of Students’Interview
About the Author



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