遼寧省在新一輪高考英語改革中變動(dòng)最大的就是書面表達(dá)部分,不僅英語寫作的考查形式越來越多樣,也增加了寫作在整個(gè)測(cè)試中的分值。從2021年起,遼寧省對(duì)高中英語書面表達(dá)的考查形式變?yōu)閼?yīng)用文寫作和讀后續(xù)寫。毫無疑問,如何使高中生的英語寫作達(dá)到有條理有內(nèi)容是現(xiàn)階段值得思考的問題。思維導(dǎo)圖是近幾年教學(xué)中廣泛使用的一種方法,它也被廣泛應(yīng)用到英語教學(xué)中。將思維導(dǎo)圖應(yīng)用于課文復(fù)述中能夠提高學(xué)生對(duì)課文內(nèi)容以及結(jié)構(gòu)的整體把握能力,提高學(xué)生的語篇意識(shí),從而促進(jìn)學(xué)生英語寫作的進(jìn)步。英語寫作是學(xué)生語篇能力的一種體現(xiàn)方式,而語篇是新課標(biāo)英語教學(xué)的一個(gè)重要內(nèi)容。與過去的英語課程標(biāo)準(zhǔn)相比,新的課程標(biāo)準(zhǔn)更加重視語篇�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)（2017年版）》提出了由六個(gè)要素構(gòu)成的課程內(nèi)容和內(nèi)容標(biāo)準(zhǔn)。本次修訂在課程內(nèi)容的第三個(gè)要素語言知識(shí)中補(bǔ)充了語篇和語用兩種新的語言知識(shí)內(nèi)容。英語寫作是在學(xué)生具備一定的詞匯、句法、語篇知識(shí)后對(duì)學(xué)生寫作能力的考查。因此,本研究以建構(gòu)主義理論、語篇分析理論為指導(dǎo),將思維導(dǎo)圖應(yīng)用到課文復(fù)述中,并探究通過基于思維導(dǎo)圖的課文復(fù)述對(duì)高中生英語寫作的影響。本研究從以下幾個(gè)問題展開研究:（1）通過基于思維導(dǎo)... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：67 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Research Background
        1.1.1 The Proposal of English Subject Core Competencies and itsRequirements on Senior High School Students’English Writing
        1.1.2 Activities in the new English Textbook
        1.1.3 Importance of Improving English Writing Ability
        1.1.4 Mind Mapping on Teaching and Learning
    1.2 Significance of this Research
    1.3 The Structure of this Research
Ⅱ Literature Review
    2.1 Methods to Improve Students'English Writing Ability
        2.1.1 Research at Home
        2.1.2 Research Abroad
    2.2 Review of Text-retelling
        2.2.1 Research of Text-retelling at Home
        2.2.2 Research of Text-retelling Abroad
    2.3 Review of Text-retelling in English Writing
Ⅲ Theoretical Foundations
    3.1 Constructivism Theory and English Writing
    3.2 Discourse Analysis Theory and English Writing
Ⅳ Research Design
    4.1 Subjects of the Research
    4.2 Research Questions
    4.3 Instruments
    4.4 Materials Used for this Research
    4.5 Procedures of the Experiment
Ⅴ Results and Analysis
    5.1 Data Collection
    5.2 Results Analysis
        5.2.1 Data Analysis
        5.2.2 Analysis of the first Research Question
        5.2.3 Analysis of the second Research Question
        5.2.4 Analysis of the third Research Question
Ⅵ Conclusion
    6.1 Major Findings
    6.2 Implications of the Research
    6.3 Limitations of the Research
References
Appendix A Pretest
Appendix B Post-test
Appendix C Soring Criteria
Appendix D Pre-experiment Questionnaire
Appendix E Post-experiment Questionnaire
Appendix F Results of the Pre-experiment Questionnaire
Appendix G Results of the Post-experiment Questionnaire
Appendix H Text-retelling activities in the new English textbook
Appendix I Dimensions of English Language Use Competence
Appendix J Descriptions of the three Levels of Language Competence
Appendix K Students’Mind Maps
Appendix L Students’English Writing Drafts
Acknowledgements



本文編號(hào)：3345248