本文選題：高中生　切入點(diǎn)：讀寫結(jié)合　出處：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：閱讀與寫作是相互促進(jìn)的,閱讀是寫作的基礎(chǔ)和前提,離開了閱讀的寫作就如同無本之木,無源之水。反之,寫作也會(huì)促進(jìn)閱讀,當(dāng)寫作提筆無字或空洞無思想的時(shí)候,必然會(huì)促進(jìn)學(xué)生進(jìn)行大量的閱讀。當(dāng)前,寫作教學(xué)越來越受到重視,但是閱讀教學(xué)與寫作教學(xué)依然是相對獨(dú)立的。寫作在高中生英語學(xué)習(xí)階段起著非常重要的作用,因此,培養(yǎng)和提高寫作意識(shí),幫助學(xué)生形成良好的寫作風(fēng)格對他們今后的英語學(xué)習(xí)意義重大。本文以高中生為主要研究對象,圍繞學(xué)生在英語寫作中出現(xiàn)的普遍問題展開研究。本文主要采用文獻(xiàn)研究與實(shí)證研究相結(jié)合的研究方法,以閱讀與寫作相關(guān)理論、輸入輸出理論和遷移理論為理論基礎(chǔ),結(jié)合作者實(shí)際課堂教學(xué),嘗試把寫作教學(xué)與日常的閱讀教學(xué)相結(jié)合,通過豐富多彩的讀寫結(jié)合活動(dòng)來提高高中生英語寫作的興趣,逐步培養(yǎng)和提高他們在詞匯積累、分析句子結(jié)構(gòu)、審題、謀篇布局、語感等方面的能力,不斷提升英語寫作技巧,最終形成寫作知識(shí)和能力的正遷移。通過文獻(xiàn)研究與實(shí)證研究,本研究擬回答以下兩個(gè)問題:1)讀寫結(jié)合的課堂教學(xué)是否能提高高中生的寫作能力?2)讀寫結(jié)合的課堂教學(xué)在哪些方面影響高中生的寫作能力?在實(shí)驗(yàn)過程中,研究對象時(shí)作者選定的自己任教的兩個(gè)平行班,一個(gè)是實(shí)驗(yàn)班級(jí),另一個(gè)是對照班。通過前測表明了這兩個(gè)班的英語知識(shí)掌握程度和寫作水平是相當(dāng)?shù)�。在�?shí)驗(yàn)前后作者分別對實(shí)驗(yàn)班和對照班學(xué)生的英語寫作水平都作了測試,并明確地記錄和對比了學(xué)生在英語寫作中的內(nèi)容完整性,語法的準(zhǔn)確性和流暢性三個(gè)方面的得分情況。在為期11周的實(shí)驗(yàn)過程中,結(jié)合全國高考英語作文評分標(biāo)準(zhǔn),作者對實(shí)驗(yàn)班采用在閱讀課的教學(xué)中結(jié)合大量寫作實(shí)踐練習(xí)的,以學(xué)生為中心的新方法,逐步提高了學(xué)生的寫作能力。同時(shí)也激發(fā)了學(xué)生的英語寫作興趣,增強(qiáng)了學(xué)生的寫作自信心,降低了學(xué)生對寫作的焦慮。而對照班仍然采用傳統(tǒng)的重閱讀輕寫作的,以教師為中心的教學(xué)模式。通過科學(xué)對比和分析實(shí)驗(yàn)相關(guān)數(shù)據(jù),得出了讀寫結(jié)合的課堂教學(xué)能夠有效地提高高中生寫作能力的結(jié)論。同時(shí)學(xué)生的寫作能力和技巧在多方面受讀寫結(jié)合教學(xué)模式的影響。
[Abstract]:Reading and writing promote each other. Reading is the basis and premise of writing.On the other hand, writing will promote reading, when writing without words or empty thoughts, it will promote students to read a lot.At present, more and more attention is paid to the teaching of writing, but the teaching of reading and writing is still relatively independent.Writing plays an important role in the English learning of senior high school students. Therefore, it is of great significance to cultivate and improve the writing consciousness and help students to form a good writing style for their English learning in the future.This paper focuses on the common problems of high school students in English writing.Based on the theories of reading and writing, the theory of input and output and the theory of transfer, this paper mainly adopts the method of combining literature research with empirical research, and combines the author's actual classroom teaching with the theory of reading and writing, the theory of input and output, and the theory of transfer.This paper attempts to combine the teaching of writing with the daily teaching of reading and writing in order to improve the interest of senior high school students in English writing through rich and colorful reading and writing activities, to gradually cultivate and improve their vocabulary accumulation, to analyze sentence structure, to examine questions, and to seek for the layout of the text.The ability of language sense and so on, enhances the English writing skill unceasingly, finally forms the writing knowledge and the ability positive transfer.Through literature research and empirical research, this study intends to answer the following two questions: 1) whether the combination of reading and writing in classroom teaching can improve the writing ability of senior high school students 2) in what ways does the combination of reading and writing affect high school students' writing ability?In the course of the experiment, the author selected two parallel classes, one is the experimental class, the other is the control class.The pre-test shows that the two classes have the same level of English knowledge and writing.Before and after the experiment, the author tested the students' English writing proficiency in both the experimental class and the control class, and clearly recorded and compared the students' scores in three aspects: content integrity, grammatical accuracy and fluency.In the course of the 11-week experiment, combined with the national college entrance examination English composition scoring standard, the author adopted a new student-centered approach to the experimental class, which combines a large number of practical writing exercises in the teaching of reading class.The students' writing ability has been improved step by step.At the same time, it also stimulates students' interest in English writing, enhances their writing confidence and reduces their anxiety about writing.The control class still adopts the traditional teaching mode of emphasizing reading and writing and focusing on teachers.Through scientific comparison and analysis of experimental data, it is concluded that the combination of reading and writing in classroom teaching can effectively improve high school students' writing ability.At the same time, students' writing ability and skills are influenced by the combination of reading and writing in many ways.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 周莉;;初中英語讀寫結(jié)合模式促進(jìn)有效寫作教學(xué)的探討[J];課程·教材·教法;2011年09期

2 楊廣斌;;如何在英語閱讀教學(xué)中貫穿寫作教學(xué)[J];教育教學(xué)論壇;2011年14期

3 黃媛媛;;以讀促寫的英語寫作訓(xùn)練模式與具體操作[J];西昌學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2010年04期

4 張珍喜;;“以讀促寫”的教學(xué)模式在初中英語教學(xué)中的應(yīng)用探析[J];中國科教創(chuàng)新導(dǎo)刊;2010年27期

5 張春良;;中學(xué)英語讀寫教學(xué)實(shí)驗(yàn)研究:基于文學(xué)讀本的閱讀與寫作[J];河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2010年04期

6 曾亞平;;論英文閱讀與寫作的相關(guān)性及教學(xué)啟示[J];赤峰學(xué)院學(xué)報(bào)(漢文哲學(xué)社會(huì)科學(xué)版);2009年11期

7 韋艷琴;;高中英語閱讀課如何貫穿寫作訓(xùn)練的教學(xué)[J];中學(xué)教學(xué)參考;2009年22期

8 孟安萍;;利用閱讀教學(xué)訓(xùn)練學(xué)生的英語寫作能力[J];教學(xué)月刊(中學(xué)版);2009年07期

9 林裕音;黃雪娥;;閱讀與寫作一體化教學(xué)之理論與實(shí)踐[J];中國民航飛行學(xué)院學(xué)報(bào);2006年01期

10 盛一英;以讀促寫 讀寫結(jié)合——一項(xiàng)英語寫作教學(xué)實(shí)驗(yàn)研究[J];南昌教育學(xué)院學(xué)報(bào);2005年02期

，

本文編號(hào)：1717892