發(fā)布時(shí)間：2021-07-22 15:53

　　目前,我國(guó)高中英語(yǔ)寫(xiě)作教學(xué)現(xiàn)狀不容樂(lè)觀,普遍存在閱讀教學(xué)和寫(xiě)作教學(xué)相脫節(jié)的現(xiàn)象。長(zhǎng)期以來(lái),國(guó)內(nèi)外學(xué)者對(duì)英語(yǔ)寫(xiě)作教學(xué)進(jìn)行了大量的研究,“以讀促寫(xiě)”法就是其中之一。但是,國(guó)內(nèi)外的研究主要探討了閱讀和寫(xiě)作的關(guān)系以及從整體上看閱讀對(duì)寫(xiě)作的影響,少有研究關(guān)注“以讀促寫(xiě)”法對(duì)學(xué)生寫(xiě)作詞匯、句法和結(jié)構(gòu)等不同語(yǔ)言層面的影響�！耙宰x促寫(xiě)”法是指將閱讀活動(dòng)和寫(xiě)作活動(dòng)密切結(jié)合起來(lái),通過(guò)閱讀促進(jìn)寫(xiě)作發(fā)展的過(guò)程。本文擬以輸入假說(shuō)、輸出假說(shuō)等理論為指導(dǎo),探討“以讀促寫(xiě)”法在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用。在寫(xiě)作教學(xué)中應(yīng)用“以讀促寫(xiě)”法,可以幫助學(xué)生在“輸入”和“輸出”之間建起橋梁,可以有效提高學(xué)生的寫(xiě)作水平和綜合語(yǔ)言能力�；诖�,本研究擬回答以下兩個(gè)問(wèn)題:（1）“以讀促寫(xiě)”法對(duì)高中生的英語(yǔ)寫(xiě)作興趣和態(tài)度有什么影響?（2）“以讀促寫(xiě)”法對(duì)高中生英語(yǔ)寫(xiě)作的詞匯、句法和結(jié)構(gòu)有什么影響?本研究將“以讀促寫(xiě)”法應(yīng)用于高中英語(yǔ)寫(xiě)作教學(xué)中,引導(dǎo)學(xué)生從詞匯、句法和結(jié)構(gòu)等方面深刻解讀閱讀材料,并將有關(guān)知識(shí)運(yùn)用到寫(xiě)作中,提高學(xué)生的英語(yǔ)寫(xiě)作水平。本研究擬探討以讀促寫(xiě)法的三個(gè)階段:寫(xiě)作前、寫(xiě)作中和寫(xiě)作后,每個(gè)階段都包含具體的教學(xué)設(shè)計(jì)。為了驗(yàn)證... 

【文章來(lái)源】：信陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：97 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Previous Studies on English Writing Teaching Abroad and at Home
        2.1.1 Studies on English Writing Teaching Abroad
        2.1.2 Studies on English Writing Teaching at Home
    2.2 Definition of Reading-to-write Approach
    2.3 Studies on Reading-to-write Approach Abroad and at Home
        2.3.1 Studies on Reading-to-write Approach Abroad
        2.3.2 Studies on Reading-to-write Approach at Home
    2.4 Studies on Reading-to-write Approach at Senior High School
Chapter3 Theoretical Foundation
    3.1 Krashen’s Input Hypothesis
    3.2 Swain’s Output Hypothesis
Chapter4 Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Writing Tests
        4.3.2 Questionnaires
        4.3.3 Interview
    4.4 Evaluation Methods and Data Processing Instrument
    4.5 Experimental Procedures
        4.5.1 The Preparatory Stage
        4.5.2 The Implementation Stage
        4.5.3 The Post-Implementation Stage
    4.6 Teaching Design
        4.6.1 The Teaching Method Used in the Control Class
        4.6.2 The Teaching Method Used in the Experimental Class
    4.7 Teaching Samples of Reading-to-write Approach in the Experimental Class
        4.7.1 A Teaching Sample of the Argumentative Article
        4.7.2 A Teaching Sample of the Narrative Article
        4.7.3 A Teaching Sample of the Expositive Article
Chapter5 Data Analysis and Discussion
    5.1 Results and Analysis of Questionnaires in EC
    5.2 Results and Analysis of Pre-test
        5.2.1 Results and Analysis of EC and CC in Pre-test in General
        5.2.2 Results and Analysis of EC and CC in Pre-test in terms of Vocabulary
        5.2.3 Results and Analysis of EC and CC in Pre-test in terms of Syntax
        5.2.4 Results and Analysis of EC and CC in Pre-test in terms of Organization..
    5.3 Results and Analysis of Post-test
        5.3.1 Results and Analysis of EC and CC in Post-test in General
        5.3.2 Results and Analysis of EC and CC in Post-test in terms of Vocabulary
        5.3.3 Results and Analysis of EC and CC in Post-test in terms of Syntax
        5.3.4 Results and Analysis of EC and CC in Post-test in terms of Organization
    5.4 Analysis of Interview
    5.5 Discussion
Chapter6 Conclusion
    6.1 Main Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Future Study
Bibliography
Appendix A Questionnaire
Appendix B Outline of Interview
Appendix C Pre-test
Appendix D Post-test
Appendix E Evaluation Standard of Composition
Appendix F Argumentative Article Employed in the Reading Task
Appendix G Narrative Article Employed in the Reading Task
Appendix H Expositive Article Employed in the Reading Task
Acknowledgements


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期刊論文
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碩士論文
[1]以讀促寫(xiě)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 徐微微.哈爾濱師范大學(xué) 2017
[2]"以讀促寫(xiě)"在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 柳曉韻.南京師范大學(xué) 2015
[3]高中英語(yǔ)“以讀促寫(xiě)”教學(xué)策略研究[D]. 秦惠康.華東師范大學(xué) 2011
[4]以讀促寫(xiě)在高中英語(yǔ)寫(xiě)作教學(xué)中的運(yùn)用[D]. 蔡皓生.福建師范大學(xué) 2009
[5]以讀促寫(xiě)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 劉燁.西北師范大學(xué) 2006



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