本文選題：支架教學(xué)　切入點：英語寫作　出處：《廣州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：《義務(wù)階段英語課程標(biāo)準(zhǔn)》明確指出:教師應(yīng)該通過英語教學(xué)發(fā)展學(xué)生的英語綜合運用能力。寫作就是其中的綜合能力之一。然而寫作也是農(nóng)村學(xué)生最薄弱的環(huán)節(jié)。以筆者任教的廣州市增城區(qū)石灘鎮(zhèn)某中學(xué)為例,學(xué)生對寫作沒興趣,寫作得分低已形成惡行循環(huán)。因此,如何激發(fā)農(nóng)村學(xué)生對英語寫作興趣,提高他們的英語寫作成績既是當(dāng)前農(nóng)村英語寫作教學(xué)的一項緊迫任務(wù)又是一大挑戰(zhàn)。支架教學(xué)模式是基于建構(gòu)主義和最近發(fā)展區(qū)理論的一種新型教學(xué)模式。國內(nèi)外學(xué)者認(rèn)為它可以幫助學(xué)生建立知識框架及搭建新舊知識之間的橋梁以便于學(xué)生對所學(xué)知識有系統(tǒng)的掌握。但是目前支架式教學(xué)模式應(yīng)用到農(nóng)村中學(xué)的英語寫作教學(xué)的行動研究還比較少,因此在農(nóng)村初中寫作課堂嘗試這種新的教育模式有著重要的意義。作者希望通過支架式教學(xué)研究,能為農(nóng)村中學(xué)教師在寫作教學(xué)方面提供啟發(fā)和幫助。本文研究對象為七年級一個班43名學(xué)生,每兩周進(jìn)行一次寫作教學(xué),整個行動研究持續(xù)16周。通過研究,本文旨在探討以下問題:1)支架教學(xué)模式能否激發(fā)農(nóng)村初中學(xué)生的寫作興趣?2)支架教學(xué)模式能否提高農(nóng)村初中學(xué)生的寫作能力?如果能,在哪些方面?根據(jù)前測及問卷調(diào)查發(fā)現(xiàn):大部分農(nóng)村學(xué)生對寫作不感興趣,甚至存在畏懼心理;同時寫作教學(xué)缺乏策略指導(dǎo),針對這一現(xiàn)狀作者參照支架教學(xué)模式展開三輪行動研究。第一輪行動研究:搭建積極的心理支架。作者通過教學(xué)案例,運用多媒體課件、圖片、視頻等教學(xué)手段幫助學(xué)生熟悉支架式教學(xué)模式,肢解寫作難度,消除對寫作的恐懼,逐步激發(fā)他們對英語寫作的興趣。第二輪行動研究:搭建寫作策略支架。在學(xué)生對寫作頗有興趣的基礎(chǔ)上,作者開始傳授寫作技巧,包括搭建文章框架、基本句型訓(xùn)練及正確使用連詞。在對期中測試寫作成績進(jìn)行數(shù)據(jù)分析和反思中發(fā)現(xiàn):學(xué)生對中考作文評分標(biāo)準(zhǔn)不明確。第三輪行動研究:搭建互評支架。進(jìn)行小組互評,理解中考評分標(biāo)準(zhǔn),明白作文得分的方法。經(jīng)過三輪行動研究,通過對前測、中測和后測對比發(fā)現(xiàn),支架式教學(xué)確實能提高本班學(xué)生的英語寫作能力,學(xué)生的句型;通過問卷調(diào)查和訪談發(fā)現(xiàn)支架式教學(xué)可以激發(fā)他們的寫作興趣及增強學(xué)習(xí)英語的自信心。
[Abstract]:The compulsory English Curriculum Standard clearly points out that teachers should develop students' English comprehensive ability through English teaching. Writing is one of the comprehensive abilities. However, writing is also the weakest link for rural students. Take a middle school in Shitan Town, Zengcheng District, Guangzhou City as an example, Students are not interested in writing, and the low score of writing has formed a vicious cycle. Therefore, how to stimulate rural students' interest in English writing, To improve their English writing achievement is not only an urgent task but also a challenge in rural English writing teaching. The scaffolding teaching model is a new teaching model based on constructivism and the theory of proximal development area. Foreign scholars believe that it can help students to build a knowledge framework and build a bridge between new and old knowledge so that students can master what they have learned systematically. However, the current scaffolding teaching model is applied to English writing in rural middle schools. There is still less research on action in teaching. Therefore, it is of great significance to try this new educational model in the writing classroom of rural junior high school. It can provide inspiration and help for middle school teachers in rural areas in the teaching of writing. The subjects of this study are 43 students in a seventh grade class, who teach writing once every two weeks. The whole action study lasts for 16 weeks. The purpose of this paper is to explore the following question: 1) whether the scaffold teaching model can stimulate the writing interest of junior middle school students in rural areas? 2) can the scaffold teaching mode improve the writing ability of rural junior middle school students? If so, in what ways? Based on the pre-test and questionnaire survey, it is found that most rural students are not interested in writing, even have fear psychology, and lack of strategy guidance in writing teaching. According to this situation, the author carries out three rounds of action research with reference to the scaffold teaching model. The first round of action research: building active psychological scaffolds. The author uses multimedia courseware and pictures through teaching cases. Teaching methods such as video help students become familiar with the scaffolding teaching mode, dismember the difficulty of writing, and eliminate the fear of writing. The second round of action studies: building a writing strategy framework. Based on students' interest in writing, the author begins to teach writing skills, including building the framework of the essay. The basic sentence pattern training and correct use of conjunctions. Through the data analysis and reflection on the writing scores of the mid-term test, it was found that the students' scoring criteria for the composition of the middle school examination were not clear. The third round of action research: to build the scaffolds for each other's evaluation. After three rounds of action research, through the comparison of pre-test, mid-test and post-test, it is found that scaffolding teaching can really improve the students' English writing ability and sentence pattern; Through questionnaires and interviews, it is found that scaffolding teaching can stimulate their interest in writing and enhance their confidence in learning English.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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