眾所周知,寫作作為人類所特有的一項(xiàng)溝通手段,是人們傳遞信息,傳達(dá)感情的重要媒介。在高中英語(yǔ)教學(xué)中,寫作也發(fā)揮著至關(guān)重要的作用,它是衡量學(xué)生英語(yǔ)水平的重要考量。然而,高中英語(yǔ)寫作課堂暴露出的問(wèn)題較多,教學(xué)實(shí)際情況不容樂(lè)觀,具體來(lái)說(shuō),學(xué)生對(duì)英語(yǔ)寫作失去信心,難以根據(jù)不同的寫作主題靈活采用合適的詞匯表達(dá)與句法結(jié)構(gòu)等問(wèn)題較為突出。拋錨式教學(xué)模式中的“錨”可以是一個(gè)問(wèn)題,一則視頻,一段對(duì)話等等,拋錨即提出問(wèn)題,拋錨式教學(xué)模式倡導(dǎo)在較為真實(shí)的情境中開展教學(xué),提出問(wèn)題,學(xué)生通過(guò)獨(dú)立學(xué)習(xí)與合作學(xué)習(xí)的方式來(lái)解決問(wèn)題。筆者認(rèn)為該教學(xué)模式對(duì)寫作教學(xué)具有一定的效果。因此,本文試圖將拋錨式教學(xué)法應(yīng)用于高中英語(yǔ)寫作課堂,從而為師生探索出一種更適合高中英語(yǔ)寫作現(xiàn)狀的教學(xué)方法來(lái)解決目前的寫作教學(xué)困境。本研究擬通過(guò)為期四個(gè)半月的教學(xué)實(shí)驗(yàn)來(lái)探討拋錨式教學(xué)法在高中英語(yǔ)寫作教學(xué)中的可行性及有效性,并試圖回答以下三個(gè)問(wèn)題:（1）如何將拋錨式教學(xué)模式有效應(yīng)用于高中英語(yǔ)寫作課堂?（2）拋錨式教學(xué)模式對(duì)不同程度的學(xué)生英語(yǔ)寫作能力產(chǎn)生何種影響?（3）拋錨式教學(xué)模式對(duì)學(xué)生的英語(yǔ)寫作意識(shí)產(chǎn)生了何種影響?為了回答以上問(wèn)題,該實(shí)驗(yàn)選取了筆者實(shí)... 

【文章來(lái)源】：河南大學(xué)河南省

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Questions
    1.4 Research Methods
    1.5 Thesis Structure
Chapter Two Literature Review
    2.1 Previous Studies on Anchored Instruction in English Writing Teaching Abroad
    2.2 Previous Studies on Anchored Instruction in English Writing Teaching at Home
        2.2.1 For Basic Education
        2.2.2 For Higher Education
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Theoretical Basis of Anchored Instruction
        3.1.1 Constructivism
        3.1.2 Situated Cognition
    3.2 Anchored Instruction
        3.2.1 Definition of Anchored Instruction
        3.2.2 Characteristics of Anchored Instruction
        3.2.3 Procedures of Anchored Instruction
    3.3 Anchored Instruction Under the Guidance of Constructivism and Situated Cognition
Chapter Four Research Design
    4.1 Research Hypothesis
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
        4.3.3 Interview
        4.3.4 Classroom Observation
        4.3.5 SPSS
    4.4 Research Procedures
        4.4.1 Pre-test
        4.4.2 Pre-questionnaire
        4.4.3 Teaching Experiment
        4.4.4 Post-test
        4.4.5 Post-questionnaire and Interview
    4.5 A Sample Lesson in EC
Chapter Five Data Analysis and Discussion
    5.1 Data Analysis of the Tests
        5.1.1 Data Analysis of the Pre-test in CC and EC
        5.1.2 Data Analysis of the Post-test in CC and EC
        5.1.3 Data Analysis of Results of Pre-test and Post-test in EC
        5.1.4 Data Analysis of Results of Pre-test and Post-test in CC
        5.1.5 Data Analysis of Students'Scores of Different Levels in EC between Pre-test and Post-test
    5.2 Data Analysis of the Questionnaire
        5.2.1 Data Analysis of the Pre-questionnaire both in EC and CC
        5.2.2 Data Analysis of the Post-questionnaire in EC
    5.3 Analysis of Interview
    5.4 Results Analysis of Class Observation
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ Table for Class Observation
Appendix Ⅵ Scores of Pre-test and Post-test in EC
Appendix Ⅶ Table for Evaluation



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