發(fā)布時(shí)間：2021-02-28 14:01

　　在全球化的當(dāng)今社會(huì),英語(yǔ)在連接各國(guó)及各種文化之間起著重要的橋梁作用。在英語(yǔ)的四項(xiàng)技能中,寫作作為一種輸出型技能是語(yǔ)言綜合運(yùn)用能力的體現(xiàn)。我國(guó)《全日制普通高中英語(yǔ)教學(xué)大綱》指出“語(yǔ)言技能中的理解性技能和表達(dá)技能在語(yǔ)言學(xué)習(xí)過(guò)程中相輔相成、互相促進(jìn)。學(xué)生應(yīng)通過(guò)大量的專項(xiàng)和綜合性語(yǔ)言實(shí)踐活動(dòng),發(fā)展語(yǔ)言技能,為真實(shí)語(yǔ)言交際打基礎(chǔ)”。長(zhǎng)期以來(lái),我國(guó)中學(xué)英語(yǔ)寫作教學(xué)的模式多采用傳統(tǒng)型教學(xué)方法,隨著學(xué)習(xí)的深入,學(xué)生的寫作現(xiàn)狀并不理想。高一作為承上啟下的學(xué)習(xí)階段,學(xué)生的寫作能力卻令人堪憂。調(diào)查顯示,學(xué)生對(duì)英語(yǔ)寫作缺乏信心,缺少興趣,成績(jī)不佳,這些都與教師的寫作教學(xué)方式有著必然的聯(lián)系。因此,許多研究者與教師針對(duì)寫作教學(xué)方法進(jìn)行了不斷的改革與創(chuàng)新,一些符合外語(yǔ)學(xué)習(xí)規(guī)律,符合時(shí)代特點(diǎn),符合學(xué)生需求的教學(xué)方法應(yīng)運(yùn)而生。基于此,本研究以Krashen的輸入理論和Swain的輸出理論為主要理論依據(jù),將讀寫結(jié)合法運(yùn)用到高一英語(yǔ)的寫作教學(xué)中,重點(diǎn)研究以下兩個(gè)問(wèn)題:1.運(yùn)用讀寫結(jié)合法是否能夠提高高一學(xué)生的英語(yǔ)寫作成績(jī)?2.運(yùn)用讀寫結(jié)合法之后,學(xué)生對(duì)于英語(yǔ)寫作的態(tài)度和習(xí)慣會(huì)產(chǎn)生什么變化?為回答上述兩個(gè)實(shí)驗(yàn)問(wèn)題,本研究以筆者... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：79 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
ChapterⅠ Introduction
    1.1 Research Background
    1.2 Current Situation of Senior One Students’English Writing
    1.3 Current Situation of Teaching English Writing for Senior OneStudents
    1.4 Research Purpose and Significance
    1.5 Framework of the Thesis
ChapterⅡ Literature Review
    2.1 Definitions of Key Terms
        2.1.1 Definition of reading
        2.1.2 Definition of writing
        2.1.3 Definition of integrated skills of reading and writing
    2.2 The Interpretation of the Combination of Reading and WritingApproach
    2.3 Research on the Application of the Combination of Reading andWriting Approach at Home and Abroad
        2.3.1 Relevant research abroad
        2.3.2 Relevant research at home
    2.4 Theoretical Foundations
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Reinforcement Theory
        2.4.4 The Ebbinghaus Forgetting Curve theory
ChapterⅢ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
    3.4 Research Procedure
    3.5 Implementation of the Experiment
        3.5.1 The teaching procedure in EC
            3.5.1.1 Choosing reading materials in EC
            3.5.1.2 Teaching steps in EC
            3.5.1.3 A teaching sample in EC
            3.5.1.4 Students’homework presentation in EC
        3.5.2 Teaching procedure in CC
            3.5.2.1 Teaching steps in CC
            3.5.2.2 Students’homework presentation in CC
        3.5.3 Summary
ChapterⅣ Research Results and Discussion
    4.1 The Analysis of the Tests
        4.1.1 The analysis of the pre-test
        4.1.2 The analysis of the of post-test
        4.1.3 The comparative analysis of pre-test and post-test betweenEC and CC
            4.1.3.1 The comparison of the content scores in students’writing test
            4.1.3.2 The comparison of language use scores in students’writing test
            4.1.3.3 The comparison of organization scores in students’writing test
    4.2 Discussion of the Writing Results in EC and CC
    4.3 The Analysis of the Questionnaire
        4.3.1 The analysis of pre-questionnaire between EC and CC
        4.3.2 The comparison between EC’s Pre-questionnaire and Post-questionnaire
        4.3.3 The comparison of students’ English writing attitude between EC’s Pre-questionnaire and Post-questionnaire
        4.3.4 The comparison of students’ English writing habit between EC’s Pre-questionnaire and Post-questionnaire
    4.4 Discussion of the Questionnaire Results
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Research Implications
    5.3 Research Limitations and Suggestions
References
AppendixⅠ Questionnaire
AppendixⅡ Pre-test
AppendixⅢ Post-test
AppendixⅣ Writing Scoring Standard of English Composition inCollege Entrance Examination
AppendixⅤ Reading Topic and Writing Genre of Each Unit in theTextbook
AppendixⅥ Reading Materials
AppendixⅦ The Results of EC’s Pre-questionnaire
AppendixⅧ The Results of EC’s Post-questionnaire
AppendixⅨ The Results of CC’s Pre-questionnaire
AppendixⅩ The Results of EC’s Pre-test and post-test
AppendixⅪ The Results of CC’s Pre-test and post-test
Acknowledgements


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碩士論文
[1]初高中英語(yǔ)銜接教育教學(xué)實(shí)證研究[D]. 余曉燕.華中師范大學(xué) 2017
[2]“支架式”教學(xué)模式在高中寫作課堂中的實(shí)驗(yàn)研究[D]. 錢曉琦.內(nèi)蒙古師范大學(xué) 2012
[3]應(yīng)用讀寫結(jié)合法提高九年級(jí)學(xué)生英語(yǔ)寫作水平的行動(dòng)研究[D]. 李茜.新疆師范大學(xué) 2011



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