發(fā)布時間：2022-12-23 21:49

　　“寫作是學習英語語言的基本技能之一,同時也能直接體現出學生英語水平的高低”（王美玲,2014:51）�！镀胀ǜ咧杏⒄Z課程標準（2017）年版》明確指出:“寫是書面表達和傳遞信息的交際能力。培養(yǎng)學生初步寫的能力是高中英語教學的目的之一”。與傳統(tǒng)的只關注英語寫作結果的結果寫作法比較,過程寫作法更加關注英語寫作的過程,評價和反饋,同時也更加關注學生間、師生間的交流與合作。因此,筆者以交際理論、合作學習理論、人本主義理論以及建構主義理論為指導,將過程寫作法運用在高中英語寫作課堂上進行研究。本文主要研究并回答以下兩個問題:1.過程寫作法能夠有效地提高學生的英語寫作成績嗎?2.在課堂上實施過程寫作教學法后,學生對英語寫作的態(tài)度如何?筆者選取可克達拉市64團中學其高三年級兩個班,其中,高三1班為實驗班,高三5班為控制班,共九十九名學生進行了約15周的實驗。實驗班有50名學生,教師采用過程寫作教學法進行寫作教學。控制班有49名學生,采用結果寫作法進行寫作教學。在實驗過程中,筆者通過訪談,調查問卷,前后測試,以及相關的數據分析來開展此次實驗并得出最終結論。研究表明:（1）與傳統(tǒng)的結果寫作法相比,過程寫作... 

【文章頁數】：76 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
1.Introduction
    1.1 Background of the Research
        1.1.1 High requirements in English writing
        1.1.2 Problems in English writing
        1.1.3 The necessity of introducing the Process Approach
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2.Literature Review
    2.1 Definition of Related Concepts
        2.1.1 Definition of the Process Approach
        2.1.2 Features of the Process Approach
        2.1.3 Mode of the Process Approach
        2.1.4 Definition of the Product Approach
        2.1.5 Definition of English Writing
    2.2 The Related Theoretical Basis of the Process Approach
        2.2.1 Communicative Theory
        2.2.2 Cooperative Learning Theory
        2.2.3 Humanism Theory
        2.2.4 Constructivism Theory
    2.3 Research Status on the Process Approach Abroad and at Home
        2.3.1 Research on the Process Approach Abroad
        2.3.2 Research on the Process Approach at home
        2.3.3 Limitations of the Previous Researches
3.Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Pre-test
        3.4.2 Post-test
        3.4.3 Questionnaire
        3.4.4 Interview
    3.5 Teaching Experiments
        3.5.1 The Process Approach Teaching Mode
        3.5.2 The Product Approach Teaching Mode
        3.5.3 Teaching Contents and Teaching Plan of EC and CC
        3.5.4 Teaching Samples
4.Results and Discussion
    4.1 Results of Students’ English Writing Achievements
        4.1.1 Results of the Comparision of CC and EC’s Writing Achievements in the Pre-test and Post-test
        4.1.2 Results of the EC’s Writing Achievements in the Pre-test and the Post-test
        4.1.3 Results of the CC’s Writing Achievements in the Pre-test and the Post-test
        4.1.4 Results of the CC and EC’s Writing Achievements in the post-test
    4.2 Results of the students’ Attitude from the Questionnaires
        4.2.1 Results of the students’ motivation before and after the experiment
        4.2.2 Results of the students’ attitude toward English writing before and after the experiment
        4.2.3 Results of the Interview from the EC
    4.3 Discussion
5.Conclusions and Implications
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations of the Study
    5.4 Suggestions to Further Study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Peer Reviewing Article Alignment List
Appendix Ⅲ National College Entrance Examination composition scoring standard
Appendix Ⅳ Questions of the interview
Appendix Ⅴ Scores of the Pre-test and Post-test in the EC and CC
Appendix Ⅵ English writing training materials
Appendix Ⅶ Pre-test Paper
Appendix Ⅷ Post-test Paper
作者簡介
伊犁師范大學碩士研究生學位論文導師評閱表


【參考文獻】：
期刊論文
[1]過程寫作法在高中英語寫作教學中的應用探究[J]. 張超.  英語教師. 2018(09)
[2]論“小組式”合作學習在《綜合英語》課堂教學活動中的運用[J]. 李莎.  開封教育學院學報. 2017(11)
[3]高中英語“過程寫作”教學模式的實證研究[J]. 李佼慧.  科技視界. 2015(31)
[4]“過程寫作”在高中英語寫作教學中的應用分析[J]. 何加娟.  中學生英語. 2015(18)
[5]高中英語寫作教學二三見[J]. 王美玲.  新課程(中). 2014(06)
[6]高中英語“過程性寫作”教學思考與實踐[J]. 馮建榮.  新課程學習(上). 2014(05)
[7]基于過程寫作法的新課標高中英語寫作教學研究[J]. 涂素華.  考試周刊. 2011(27)
[8]羅杰斯的人本主義學習理論對教育教學的啟示[J]. 馬金鳳.  大眾科技. 2010(03)
[9]過程寫作教學法的理論與實踐[J]. 紀曉慧.  沈陽教育學院學報. 2007(04)
[10]過程寫作法在大學英語寫作實驗教學中的運用[J]. 鄧鸝鳴,劉紅,陳艷,陳芃,章毓文.  外語教學. 2004(06)



本文編號：3725478