本文選題：支架式教學(xué)　切入點：錯誤分析　出處：《廣東技術(shù)師范學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：英語寫作要求學(xué)生將自身的經(jīng)歷與想法轉(zhuǎn)化為書面語,是學(xué)生的英語輸出能力和英語思維能力的綜合體現(xiàn),對英語教學(xué)和學(xué)習(xí)都非常重要。然而英語寫作教學(xué)是我國初中教學(xué)的一個較薄弱的環(huán)節(jié):學(xué)生整體得分較低,寫作能力提升緩慢,同一錯誤容易再犯等。基于這一現(xiàn)實,本論文嘗試將錯誤分析與支架式教學(xué)相結(jié)合,為初中英語寫作教學(xué)打開一個新局面。錯誤分析理論認(rèn)為,分析學(xué)生的錯誤有利于提高學(xué)生的英語學(xué)習(xí)能力,因為錯誤本身可以幫助老師掌握學(xué)生的學(xué)習(xí)情況,了解學(xué)生的發(fā)展水平。支架式教學(xué)倡導(dǎo)以學(xué)生為中心,認(rèn)為在教學(xué)過程當(dāng)中應(yīng)該架設(shè)各種支架幫助學(xué)生從“實際發(fā)展水平”提升到“潛在發(fā)展水平”。隨著學(xué)生寫作能力的提高,教師在教學(xué)的后期階段應(yīng)該逐步撤走支架,培養(yǎng)學(xué)生獨立寫作和學(xué)習(xí)的能力。本次研究以廣州市某中學(xué)初三年級一個班的學(xué)生為實驗對象,將錯誤分析與支架式教學(xué)相結(jié)合,針對英語寫作教學(xué)進(jìn)行研究。通過前測,收集和分析中學(xué)生英語寫作中的錯誤,根據(jù)學(xué)生常犯的錯誤設(shè)計支架式教學(xué)活動;接著在作文的批改和日常學(xué)習(xí)中收集和分析錯誤,為下一次的支架式教學(xué)進(jìn)行準(zhǔn)備。研究者希望通過這次的實驗,探索出基于錯誤分析的支架式教學(xué)對學(xué)生寫作產(chǎn)生的影響,通過支架讓學(xué)生自行發(fā)現(xiàn)并糾正錯誤、避免錯誤,從而提高學(xué)生的英語寫作能力和老師的教學(xué)能力。通過教學(xué)實踐,收集、分析實驗中的數(shù)據(jù)和訪談記錄等研究方法,本次實驗得出以下結(jié)論:(1)通過錯誤分析發(fā)現(xiàn),由于母語負(fù)遷移導(dǎo)致的語際錯誤是初中生英語寫作最大的“敵人”;(2)基于錯誤分析的支架式教學(xué)能有效地降低學(xué)生的錯誤率,幫助學(xué)生自己發(fā)現(xiàn)、糾正和避免錯誤,同時提高了學(xué)生的寫作能力,增強(qiáng)了學(xué)生的寫作信心;(3)支架式教學(xué)也促進(jìn)了師生之間、生生之間的互動,學(xué)生之間能互相解決問題、互相學(xué)習(xí),營造了良好的學(xué)習(xí)環(huán)境。本次研究結(jié)果顯示,基于錯誤分析的支架式教學(xué)能有效幫助中學(xué)生在英語寫作過程中發(fā)現(xiàn)并改正錯誤,提高學(xué)生的寫作能力。同時,這種教學(xué)模式能有效提高我國中小學(xué)英語教師的教學(xué)能力。由于時間和各種因素的制約,本次研究還存在很多不足。作者希望通過這次的研究能引起大家對國內(nèi)中學(xué)英語寫作教學(xué)的重視,促進(jìn)英語寫作教學(xué)的長足發(fā)展。
[Abstract]:English writing requires students to transform their own experiences and ideas into written language, which is a comprehensive embodiment of students' English output ability and English thinking ability. It is very important for English teaching and learning. However, English writing teaching is a weak link in junior middle school teaching in our country: students' overall scores are low, writing ability is improving slowly, and the same mistakes are easy to repeat. This thesis attempts to combine error analysis with scaffolding teaching to open up a new situation for junior high school English writing teaching. The theory of error analysis holds that analyzing students' mistakes is conducive to improving students' English learning ability. Because mistakes themselves can help teachers master students' learning and understand their level of development. Scaffolding teaching advocates student-centered teaching. It is suggested that all kinds of scaffolds should be set up in the process of teaching to help students to upgrade from "actual development level" to "potential development level". With the improvement of students' writing ability, teachers should gradually remove the scaffolding in the later stage of teaching. In this study, the students in the third grade of a middle school in Guangzhou were selected as the experimental objects, which combined error analysis with scaffolding teaching to study the teaching of English writing. Collecting and analyzing the errors in middle school students' English writing, designing scaffolding teaching activities according to the mistakes students often make, then collecting and analyzing errors in composition correction and daily learning. Through this experiment, the researchers hope to explore the influence of scaffolding teaching based on error analysis on students' writing. In order to improve students' English writing ability and teachers' teaching ability. Through teaching practice, collection, analysis of the experimental data and interview records and other research methods, this experiment reached the following conclusions: 1) through error analysis found, Because the inter-lingual errors caused by negative transfer of mother tongue are the biggest "enemy" of junior high school students' English writing, the scaffolding teaching based on error analysis can effectively reduce the students' error rate and help students to find, correct and avoid errors. At the same time, the students' writing ability is improved, and the students' writing confidence is enhanced. The scaffolding teaching also promotes the interaction between teachers and students, and students can solve each other's problems and learn from each other. The results of this study show that the scaffolding teaching based on error analysis can effectively help middle school students to find and correct errors in the process of English writing, and improve students' writing ability. This teaching model can effectively improve the teaching ability of English teachers in primary and secondary schools in China. Due to the constraints of time and various factors, The author hopes that through this research, we can draw attention to the teaching of English writing in middle schools in China and promote the rapid development of English writing teaching.
【學(xué)位授予單位】：廣東技術(shù)師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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