本文選題：支架式教學(xué) + 初中英語教學(xué)　； 參考：《蘇州大學(xué)》2016年碩士論文

【摘要】：英語在當今工作生活中的作用越來越重要,掌握英語也是社會發(fā)展的趨勢。英語寫作是英語學(xué)習(xí)者必須掌握的技能之一。對于初中生來說,無論從自身長遠發(fā)展,還是從即將到來初中升學(xué)考試,英語寫作依然重要。然而,目前初中英語寫作教學(xué)卻是英語教學(xué)中比較薄弱的環(huán)節(jié)。在傳統(tǒng)寫作教學(xué)更多的是關(guān)注寫作的結(jié)果,忽視對學(xué)生寫作過程的教學(xué);學(xué)生對英語寫作學(xué)習(xí)興趣不高,甚至畏懼英語寫作,缺乏必要的寫作技巧,也沒有良好的寫作習(xí)慣,因此造成寫作水平低下。采用支架式教學(xué)模式指導(dǎo)初中學(xué)生的英語寫作能夠有效的提高英語寫作教學(xué),在教學(xué)實踐中,教師為學(xué)生創(chuàng)造寫作情境,搭建寫作支架,激勵學(xué)生在自主學(xué)習(xí)和合作學(xué)習(xí)中提升寫作能力,構(gòu)建自身知識體系,激發(fā)學(xué)生的寫作興趣。本文筆者在研究支架模式教學(xué)理論的基礎(chǔ)上,在昆山市錦溪中學(xué)做了為期20周的實驗研究,擬驗證一下兩個問題:(1)支架式教學(xué)模式如何運用到初中英語寫作教學(xué)?(2)支架式教學(xué)模式運用到初中英語寫作教學(xué)是否能夠激發(fā)學(xué)生的英語寫作興趣和提高學(xué)生英語寫作水平?實驗對象選取初二年級的兩個平行班,其中3班為實驗班,采用支架式模式指導(dǎo)寫作教學(xué);4班仍然使用傳統(tǒng)的寫作教學(xué)模式,其他教學(xué)條件保持一致。兩個班級在實驗前后均進行問卷調(diào)查和寫作測試,并利用excel對所收集的數(shù)據(jù)進行分析。本文還利用一堂英語寫作課來說明支架式教學(xué)模式用于寫作的具體教學(xué)步驟。經(jīng)過20周的實驗研究表明:使用支架式教學(xué)模式指導(dǎo)英語寫作教學(xué)能夠提升學(xué)生的寫作水平,能夠提高學(xué)生的寫作興趣和寫作信心,改變學(xué)生寫作態(tài)度,還能夠培養(yǎng)學(xué)生的合作學(xué)習(xí)的能力。對于對寫作能力較低的同學(xué),支架式教學(xué)對他們提升空間較大。但是由于條件的限制,本次研究的對象數(shù)量不是很多,所以本次研究結(jié)論有待進一步的探討。在教學(xué)實踐中如何更快的發(fā)現(xiàn)學(xué)生最近發(fā)展區(qū)也有待繼續(xù)研究。
[Abstract]:English plays a more and more important role in today's work and life, and mastering English is also the trend of social development. English writing is one of the skills English learners must master. For junior high school students, English writing is still important both from their own long-term development and from the upcoming junior high school entrance examination. However, at present, English writing teaching in junior high school is a weak link in English teaching. Traditional writing teaching pays more attention to the result of writing and neglects the teaching of students' writing process. Students have low interest in English writing, even fear English writing, lack the necessary writing skills and have no good writing habits. As a result, the writing level is low. The use of scaffolding teaching mode to guide junior middle school students' English writing can effectively improve the teaching of English writing. In teaching practice, teachers create writing situations for students and build writing scaffolding. Encourage students to improve their writing ability in autonomous learning and cooperative learning, build their own knowledge system, stimulate students' interest in writing. On the basis of studying the theory of scaffold mode teaching, the author conducted a 20-week experimental study in Jinxi Middle School in Kunshan City. To test two questions: 1) how to apply the scaffolding teaching model to junior high school English writing teaching? (2) whether the scaffolding teaching model can stimulate students' interest in English writing and improve their English writing level? Two parallel classes of grade 2 were chosen, among which class 3 was used as experimental class, and class 4 was still using the traditional writing teaching mode, while the other teaching conditions remained the same. Both classes conducted questionnaires and writing tests before and after the experiment, and analyzed the collected data by excel. This paper also uses an English writing class to illustrate the teaching steps of the scaffolding teaching model for writing. After 20 weeks of experimental research, it is shown that the use of scaffolding teaching mode to guide English writing teaching can improve students' writing level, enhance students' writing interest and confidence, and change students' writing attitude. Also can train the student's cooperative learning ability. For students with low writing ability, scaffolding teaching has more room for improvement. However, due to the constraints of the conditions, the number of this study is not many, so the conclusion of this study needs to be further discussed. How to find the students'proximal development area more quickly in teaching practice also needs to be studied.
【學(xué)位授予單位】：蘇州大學(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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