藝術(shù)生作為一個(gè)特殊的高考群體,在文化課學(xué)習(xí)方面一直有著“時(shí)間緊任務(wù)重”的雙重壓力,在英語學(xué)習(xí)方面壓力更大。而英語寫作作為當(dāng)今高考英語中的一個(gè)重要組成部分,其重要性不言而喻。利用圖式理論,目的是將藝術(shù)生記憶中的經(jīng)驗(yàn)素材積極地運(yùn)用到英文寫作中,從而讓他們參與寫作,愛上寫作,提高成績(jī),找到自信。本篇文章從當(dāng)前教學(xué)背景入手,利用現(xiàn)代信息技術(shù)手段,采用實(shí)踐法、對(duì)比分析法、訪談法等研究方法,簡(jiǎn)要分析圖式理論教學(xué)模式對(duì)高中藝術(shù)生英語寫作教學(xué)的影響。在教學(xué)實(shí)踐中,圖式理論的英語教學(xué)模式給學(xué)生們很大的幫助。增加了討論環(huán)節(jié)的課堂,讓學(xué)生們?nèi)谌肫渲?分享寫作素材,擴(kuò)大素材積累,找到寫作自信,最終提高了學(xué)生們的英語寫作成績(jī)。經(jīng)過實(shí)踐,圖式理論教學(xué)模式通過對(duì)學(xué)生們大腦中的過去經(jīng)驗(yàn)進(jìn)行積極反應(yīng),增加學(xué)生在課堂上的參與度,讓學(xué)生們找到了寫作的樂趣,提高了寫作水平。這一實(shí)踐結(jié)果或?qū)⒂绊懳磥硭囆g(shù)生英語寫作的教學(xué)模式。在全國(guó)教育體制發(fā)生變化的時(shí)代,增加學(xué)生閱讀積累時(shí),也應(yīng)該在必要的時(shí)候,尤其是高考的時(shí)候,充分利用學(xué)生本身,在減少高中學(xué)生新負(fù)擔(dān)的同時(shí),提高成績(jī)。 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：56 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Research
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Ⅱ Literature Review
    2.1 Introduction to the Schema Theory Teaching Model
        2.1.1 Classification of Schema
        2.1.2 The Definition of the Schema Theory Teaching Model
    2.2 Application of Schema Theory
        2.2.1 Schema Theory and Reading and Listening Comprehension
        2.2.2 Schema Theory and Text Linguistics
        2.2.3 Schema Theory and Translation
        2.2.4 Schema Theory and Writing
    2.3 A Synthesis
Ⅲ Research Methodology
    3.1 Research Objects
    3.2 Research Questions
    3.3 Research Subjects and Time
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Writing Tests
        3.4.3 Interviews
    3.5 Research Procedures
        3.5.1 Pre-experiment Stage
        3.5.2 Experiment Stage
        3.5.3 Post-experiment Stage
    3.6 Teaching Model
    3.7 Data Collection
Ⅳ Data Analysis and Discussion
    4.1 Data Analysis of the Questionnaires
        4.1.1 Data collection and analysis of the first questionnaire
        4.1.2 Data collection and analysis of the second questionnaire
    4.2 Data Analysis of the Pre-test and Post-test
        4.2.1 Comparison of pre-test between EC and TC
        4.2.2 Comparison of post-test between EC and TC
        4.2.3 Comparison between pre-test and post-test of EC
        4.2.4 Comparison between pre-test and post-test of TC
    4.3 Data Analysis of the Interview
    4.4 Discussion of the Research Results
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
References
Appendix Ⅰ Questionnaire I
Appendix Ⅱ Questionnaire II
Appendix Ⅲ Questionnaire III
Appendix Ⅳ Questionnaire IV
Appendix Ⅴ Interview Questions
Acknowledgements



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