本文選題：后過程理論 + 寫作教學(xué)　； 參考：《山西師大學(xué)報(社會科學(xué)版)》2011年06期

【摘要】：二語寫作教學(xué)在一語寫作教學(xué)研究的影響下在過去的半個世紀中經(jīng)歷了從成果教學(xué)法到過程教學(xué)法再到文體教學(xué)法的變化歷程。20世紀90年代以Kent為代表的西方語言學(xué)研究者提出了后過程寫作教學(xué)理論,該理論抨擊了過程教學(xué)法的種種弊端,提出了寫作教學(xué)是意識形態(tài)領(lǐng)域的公開的文化活動,寫作教學(xué)應(yīng)考慮文體和社交場合等因素。然而學(xué)者們也一致認為,后過程理論不是對過程理論的全盤否定,而是對過程理論的擴展和延伸,過程教學(xué)法應(yīng)該與文體教學(xué)法共同作用以達到最佳的寫作效果。
[Abstract]:Under the influence of the research of first language writing teaching, the second language writing teaching has experienced the change course from the achievement teaching method to the process teaching method to the stylistic teaching method in the past half century. The western language represented by Kent in the 1990s Linguists put forward the theory of post-process writing teaching. The theory criticizes the disadvantages of the process teaching method, and points out that the writing teaching is an open cultural activity in the ideological field, and the writing teaching should consider the factors such as style and social situation. However, scholars agree that the post-process theory is not a total negation of the process theory, but an extension of the process theory, and the process teaching method should work together with the stylistic approach in order to achieve the best writing effect.
【作者單位】： 山西師范大學(xué)外國語學(xué)院;
【基金】：山西師范大學(xué)2009年教改研究項目(SD2009YBKT-12)
【分類號】：H09

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