作為語言輸出的一種重要形式,寫作在英語教學(xué)中非常重要。然而我國目前的英語寫作教學(xué)情況卻不容樂觀。寫作仍然是學(xué)生掌握較為薄弱的一個(gè)環(huán)節(jié),也是困擾英語教師的一大難題。近年來,“以讀促寫”這一教學(xué)模式作為一種有效的教學(xué)模式,已經(jīng)得到了很多學(xué)者的關(guān)注。因此,本文在輸入假說與輸出假說、輸出驅(qū)動(dòng)和輸入促成假說以及圖式理論的基礎(chǔ)上,提出了“以讀促寫”教學(xué)模式。本文采用實(shí)證研究的方法,研究了“以讀促寫”教學(xué)模式對高中英語寫作教學(xué)的影響。本論文的主要研究問題如下:1.“以讀促寫”教學(xué)模式對學(xué)生英語寫作興趣的影響是什么?2.“以讀促寫”教學(xué)模式在多大程度上會(huì)影響學(xué)生的寫作能力?3.采用“以讀促寫”教學(xué)模式之后,學(xué)生批判性思維能力的變化是什么?本研究選取了山西省長治市沁源縣第一中學(xué)高一年級兩個(gè)平行班的113名學(xué)生作為研究對象,進(jìn)行了為期16周的教學(xué)研究。一班為實(shí)驗(yàn)班,有56名學(xué)生,采用以讀促寫的教學(xué)方法;二班為控制班,有57名學(xué)生,采用傳統(tǒng)的英語寫作教學(xué)方法。本研究采用定性和定量相結(jié)合的研究方法,利用問卷調(diào)查、測試和訪談進(jìn)行研究分析,結(jié)果如下:通過“以讀促寫”教學(xué)模式,學(xué)生的英語寫作興趣有極大的改善,英語寫... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁數(shù)】：78 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 English writing teaching approaches
    2.2 A brief review of“Reading-to-Writing”teaching mode
        2.2.1 Definition of“Reading-to-Writing”teaching mode
        2.2.2 Characteristics of“Reading-to-Writing”teaching mode
        2.2.3 Present studies of“Reading-to-Writing”teaching mode abroad
        2.2.4 Present studies of“Reading-to-Writing”teaching mode at home
    2.3 Theoretical basis of“Reading-to-Writing”teaching mode
        2.3.1 The Input Hypothesis and the Output Hypothesis
        2.3.2 Output-Driven and Input-Enabled Hypothesis
        2.3.3 Schema Theory
    2.4 The Application of“Reading-to-Writing”teaching mode in English writing teaching
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 The questionnaires of writing interest
        3.3.2 The questionnaires of critical thinking ability
        3.3.3 Test
        3.3.4 Interview
        3.3.5 SPSS software
    3.4 Research procedure
    3.5 Teaching procedure
        3.5.1 Teaching procedure in the experimental class
        3.5.2 Teaching procedure in the control class
        3.5.3 A sample lesson in the experimental class
        3.5.4 A sample lesson in the control class
    3.6 Data collection
Chapter Four Data Analysis and Discussion
    4.1 Results and analysis of the students’writing interest
        4.1.1 Results and analysis of the pre-questionnaire in EC and CC
        4.1.2 Results and analysis of the post-questionnaire in EC and CC
        4.1.3 Results and analysis of the pre-questionnaire and post-questionnaire in EC
        4.1.4 Results and analysis of the pre-questionnaire and post-questionnaire in CC
    4.2 Results and analysis of the students’writing ability
        4.2.1 Results and analysis of the pre-test in EC and CC
        4.2.2 Results and analysis of the post-test in EC and CC
        4.2.3 Results and analysis of the pre-test and post-test in EC
        4.2.4 Results and analysis of the pre-test and post-test in CC
    4.3 Results and analysis of the students’critical thinking skills
        4.3.1 Results and analysis of the pre-questionnaire in EC and CC
        4.3.2 Results and analysis of the post-questionnaire in EC and CC
        4.3.3 Results and analysis of the pre-questionnaire and post-questionnaire in EC
        4.3.4 Results and analysis of the pre-questionnaire and post-questionnaire in CC
    4.4 Results and analysis of the interview
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication for teachers and students
    5.3 Limitations of the study
    5.4 Suggestions for future research
References
Appendices
    AppendixⅠ Questionnaire for English writing interest among Senior High SchoolStudents(Chinese Version)
    AppendixⅡ Questionnaire for Critical Thinking Ability among Senior High SchoolStudents(Chinese Version)
    AppendixⅢ Pre-test
    AppendixⅣ Post-test
    AppendixⅤ Interview(Chinese Version)
    AppendixⅥ Writing practice task
Acknowledgements
The list of the research papers published by author



本文編號：3599756