閱讀和寫作一直是大學(xué)英語教學(xué)的重要環(huán)節(jié)。且兩者之間有著密不可分的關(guān)系,閱讀是語言輸入的重要方式,寫作是語言輸出的重要方式。近年來,大量的研究表明“讀寫結(jié)合”教學(xué)模式能有效提高學(xué)生的寫作水平。但教學(xué)實踐中,作者發(fā)現(xiàn)存在學(xué)生缺乏寫作興趣,寫作內(nèi)容生搬硬套,文章結(jié)構(gòu)混亂等問題。思維導(dǎo)圖作為一種可視化的知識表征工具,貫穿于閱讀和寫作教學(xué),有利于提高學(xué)生分析能力,培養(yǎng)發(fā)散性思維能力,激發(fā)寫作靈感。因此,本研究以輸入和輸出假說為理論基礎(chǔ),構(gòu)建了思維導(dǎo)圖輔助大學(xué)英語讀寫結(jié)合教學(xué)模式,并將其應(yīng)用于實際教學(xué),旨在優(yōu)化大學(xué)英語讀寫結(jié)合的教學(xué)模式。本研究歷時一個學(xué)期,以L學(xué)院的兩個自然班為研究對象,共計66人。通過實驗研究,測試及訪談,從實證角度研究以下問題:此教學(xué)模式對學(xué)生的整體英語寫作水平會產(chǎn)生何種影響?此教學(xué)模式對學(xué)生英語寫作的內(nèi)容、結(jié)構(gòu)和語言方面會產(chǎn)生何種影響?學(xué)生對此教學(xué)模式持何種態(tài)度?通過運用SPSS 22.0分析實驗前后學(xué)生寫作水平的變化,發(fā)現(xiàn)實驗班學(xué)生的寫作成績明顯高于控制班,證明思維導(dǎo)圖輔助大學(xué)英語讀寫結(jié)合教學(xué)模式對提高學(xué)生整體寫作水平具有積極作用。而且,此模式能夠提高學(xué)生寫作的內(nèi)容和結(jié)構(gòu)... 

【文章來源】：桂林理工大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：79 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Mind Mapping
        2.1.1 Definition of Mind Mapping
        2.1.2 Features of Mind Mapping
    2.2 Theoretical Basis
        2.2.1 Input Hypothesis
        2.2.2 Output Hypothesis
    2.3 Previous Studies on Mind Mapping
        2.3.1 Previous Studies on Mind Mapping Abroad
        2.3.2 Previous Studies on Mind Mapping at Home
    2.4 Mind Mapping in Reading-Writing Teaching Model
        2.4.1 Concept of Reading-Writing Teaching Model
        2.4.2 Previous Studies on Reading-Writing Teaching Model Abroad
        2.4.3 Previous Studies on Reading-Writing Teaching Model at Home
        2.4.4 Application of Mind Mapping in Reading-Writing Teaching Model
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1Tests
        3.3.2 Scoring Standard of Composition
        3.3.3 Interviews
    3.4 Research Procedures
        3.4.1 The Teaching Experiment Design
        3.4.2 A Teaching Case in Experimental Class
    3.5 Data Collection
Chapter4 Results and Discussion
    4.1 The Results and Discussion of Tests
        4.1.1 Effects of Mind Mapping on Students’Overall English WritingProficiency
        4.1.2 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Content
        4.1.3 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Organization
        4.1.4 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Language
    4.2 The Results and Discussion of Interviews
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions
Bibliography
Appendix1
Appendix2
Appendix3
Appendix4
Appendix5
Appendix6
Resume
Papers Published During the Study for M.A.Degree
Acknowledgement



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