本文選題：過程體裁教學(xué)法　切入點：高中英語寫作　出處：《華中師范大學(xué)》2016年碩士論文

【摘要】：寫作教學(xué)一直是高中英語教學(xué)中至關(guān)重要的一個環(huán)節(jié),浙江省英語高考改革更是將英語寫作的重要性提到了新的高度。然而由于缺乏理論性和系統(tǒng)性,實際高中英語寫作教學(xué)仍存在一些問題,教與學(xué)都面臨著許多不足和困難。本文試將R.Bandger和G. White提出的過程體裁教學(xué)法應(yīng)用在高中英語寫作教學(xué)中,并進(jìn)行了實際教學(xué)應(yīng)用和實驗研究,應(yīng)用和實驗研究圍繞以下兩個問題展開：1、過程體裁教學(xué)法有助于提高高中學(xué)生英語寫作水平；2、過程體裁教學(xué)法有助于提高學(xué)生的寫作興趣、培養(yǎng)學(xué)生的良好寫作習(xí)慣,增強(qiáng)學(xué)生的寫作信心。本文意圖為高中英語寫作教學(xué)提供一個具有可操作性的且行之有效的教學(xué)方法。本文共有六章。在第一章中,筆者結(jié)合自身高中英語寫作教學(xué)實際探討了當(dāng)下寫作教學(xué)中存在的突出問題。為解決這些問題,筆者在第二章中探討了近幾十年來國內(nèi)外較為流行的三種主要的寫作教學(xué)方法：結(jié)果法,過程法,體裁法。因上述三種方法各有利弊,本文進(jìn)而介紹了一種折中的教學(xué)方式,即過程體裁教學(xué)法,以彌補(bǔ)上述方法的不足,適應(yīng)教學(xué)需求。第二章還詳細(xì)闡述了過程體裁教學(xué)法的理論基礎(chǔ),實施模式及其優(yōu)勢。第三章為研究設(shè)計,詳細(xì)闡述了研究問題、研究對象、研究工具和研究步驟。第四章節(jié)中通過教學(xué)實例具體解釋了其實施模式：將韓金龍?zhí)岢龅姆段姆治�、模仿寫作／集體寫作、獨立寫作、編輯修訂的教學(xué)過程整合為寫前信息輸入階段,寫作信息輸出階段和修改編輯階段。每一階段又可細(xì)分,如寫前信息輸入階段包括范文閱讀、范文體裁和語言形式分析、模仿分析；寫作信息輸出階段可細(xì)分為模仿寫作和獨立寫作；修改編輯階段包括同伴反饋、自我修改、教師反饋、編輯定稿。第五章是實驗分析,通過對比分析實驗班和對照班的寫作實驗前測和后測數(shù)據(jù)、實驗前和實驗后的問卷調(diào)查結(jié)果以及隨機(jī)訪談結(jié)果,證明了過程體裁教學(xué)法確實有助于提高學(xué)生的寫作興趣、培養(yǎng)學(xué)生良好的寫作習(xí)慣,增強(qiáng)學(xué)生的寫作信心,有助于高中學(xué)生英語寫作水平的提高。由于實驗時間的限制,鑒于課堂教學(xué)進(jìn)程實際,本實驗只進(jìn)行了建議信的寫作教學(xué)。第六章是本文的結(jié)論,總結(jié)了研究的主要結(jié)果,提出了本次研究存在的局限和對后續(xù)研究的展望。
[Abstract]:Writing teaching has always been a crucial link in high school English teaching, and the reform of college entrance examination in Zhejiang Province has brought the importance of English writing to a new height. However, due to the lack of theory and systematicness, There are still some problems in the teaching of English writing in senior high school. Both teaching and learning are faced with many problems and difficulties. This paper attempts to apply the process genre teaching method proposed by R.Bandger and G. White to the teaching of English writing in senior high school. The practical teaching application and experimental research are carried out. The application and experimental research focus on the following two questions: 1. The process genre approach helps to improve the English writing level of senior high school students and the process genre approach helps to enhance the students' interest in writing. This paper aims to provide an operational and effective teaching method for English writing teaching in senior high school. There are six chapters in this thesis. In order to solve these problems, the author discusses the outstanding problems in the teaching of English writing in senior high school. In the second chapter, the author discusses three popular writing teaching methods at home and abroad in recent decades: the result method, the process method and the genre method. Because of the advantages and disadvantages of the above three methods, this paper further introduces a kind of eclectic teaching method. In the second chapter, the theoretical basis, the implementation mode and the advantages of the process genre teaching method are described in detail. The third chapter is the research design, which describes the research problems in detail. In the fourth chapter, the author explains its implementation mode by teaching examples: analyzing the model text proposed by Han Jinlong, imitating writing / group writing, writing independently. The teaching process of editing revision is integrated into three stages: pre-writing information input stage, writing information output stage and revision editing stage. Each stage can be further subdivided, such as pre-writing information input stage including model text reading, model text genre and language form analysis. Imitation analysis; writing information output stage can be divided into imitation writing and independent writing; revision editing stage includes peer feedback, self-modification, teacher feedback, final editing. Chapter 5 is experimental analysis. By comparing and analyzing the pre-test and post-test data of the experimental class and the control class, the results of the questionnaire before and after the experiment and the results of the random interviews, it is proved that the process-genre-based teaching method is indeed helpful to improve the students' interest in writing. Cultivating students' good writing habits and enhancing students' writing confidence will contribute to the improvement of high school students' English writing level. Due to the limitation of experimental time, the classroom teaching process is practical. The sixth chapter is the conclusion of this paper, summarizes the main results of the study, puts forward the limitations of this study and prospects for future research.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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