本文選題：基于生活的英語日記 + 基于文本的英語日記��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：寫作是英語語言技能不可分割的一部分,更是綜合語言運(yùn)用能力的重要表現(xiàn)形式。英語寫作課在英語教學(xué)過程中起著鞏固知識(shí)、開闊思維、抒發(fā)情感以及培養(yǎng)學(xué)生綜合語言運(yùn)用能力的重要作用。英語寫作課不僅僅是學(xué)生對已有知識(shí)的簡單應(yīng)用,也是思維和情感等的輸出表達(dá)。同時(shí),高中英語課程標(biāo)準(zhǔn)不僅對學(xué)生寫作能力提出了知識(shí)上的具體要求,而且也對學(xué)生提出了情感態(tài)度上的要求。通過對近幾年高考寫作分析得出,高考作文越來越貼近學(xué)生實(shí)際生活。筆者通過對已有文獻(xiàn)的分析以及自己的教學(xué)實(shí)踐,發(fā)現(xiàn)在目前高中英語寫作課中,仍然采用以教師為中心的傳統(tǒng)寫作教學(xué)模式:重知識(shí)和語言形式,輕寫作態(tài)度和內(nèi)容,這種重視結(jié)果和分?jǐn)?shù)的寫作模式嚴(yán)重的阻礙了學(xué)生創(chuàng)造性的培養(yǎng)。此外,寫作內(nèi)容脫離了生活實(shí)際,使得學(xué)生在寫作過程中缺乏主動(dòng)性、真實(shí)性和交際性,對學(xué)生的綜合語言運(yùn)用能力造成了不良的影響,因此探索一種有效的英語寫作方法在必行。日記具有生活性、自主性和易學(xué)性的特點(diǎn),內(nèi)容更加貼近學(xué)生的生活實(shí)際,能更好地激發(fā)學(xué)生學(xué)習(xí)興趣。本文以克拉申的輸入理論,斯溫的輸出理論和王初明的寫長法理論為指導(dǎo),將日記應(yīng)用于英語寫作教學(xué)中,旨在調(diào)查英語日記是否有助于提高高中生英語寫作水平。筆者以山西省呂梁市文水中學(xué)高二兩個(gè)平行班99名學(xué)生為研究對象進(jìn)行研究,一班為實(shí)驗(yàn)班,共50名學(xué)生,采用基于生活的日記教學(xué)形式,二班為控制班,共49名學(xué)生,采用基于文本的日記教學(xué)形式。整個(gè)實(shí)驗(yàn)在實(shí)驗(yàn)班和控制班中同時(shí)進(jìn)行,由5部分組成,實(shí)驗(yàn)前問卷調(diào)查,前測,及時(shí)后測,延時(shí)后測和試驗(yàn)后問卷調(diào)查。本研究主要討論以下問題:1.實(shí)驗(yàn)前后,高中生對英語寫作的態(tài)度有何變化?2.在實(shí)驗(yàn)實(shí)施一周后,基于生活的和基于文本的日記形式對英語寫作的組織性、流暢性和規(guī)范性有什么影響?3.在實(shí)驗(yàn)實(shí)施兩個(gè)月后,基于生活的和基于文本的日記形式對英語寫作的組織性、流暢性和規(guī)范性有什么影響?4.在實(shí)驗(yàn)實(shí)施一學(xué)期后,基于生活的和基于文本的日記形式對英語寫作的組織性、流暢性和規(guī)范性有什么影響?實(shí)驗(yàn)結(jié)束后,筆者運(yùn)用SPSS17.0統(tǒng)計(jì)軟件對收集的數(shù)據(jù)進(jìn)行詳細(xì)的分析,并得出以下結(jié)論:通過實(shí)驗(yàn)前問卷調(diào)查發(fā)現(xiàn),總體上,學(xué)生對英語寫作持消極態(tài)度。他們寫作并不是因?yàn)楦信d趣或者喜歡,而是單純地為了完成作業(yè),大約65%的學(xué)生也并未形成良好的寫作習(xí)慣,并且對于寫作后的評價(jià),并不重視。實(shí)驗(yàn)結(jié)束后,作者再次向?qū)W生發(fā)放問卷,旨在調(diào)查經(jīng)過一學(xué)期的日記教學(xué)后,學(xué)生寫作態(tài)度是否發(fā)生了變化。結(jié)果顯示,學(xué)生態(tài)度有了明顯的變化。將日記應(yīng)用于英語寫作教學(xué)中,極大提高了學(xué)生的英語寫作興趣,培養(yǎng)了學(xué)生的創(chuàng)造性,并有助于學(xué)生形成良好的寫作習(xí)慣。通過實(shí)證研究,筆者發(fā)現(xiàn),在一周后,實(shí)驗(yàn)班和控制班學(xué)生的寫作能力沒有明顯的差異。在短期內(nèi),學(xué)生的寫作能力沒有受到日記教學(xué)的影響,基本保持之前的水平。雖然實(shí)驗(yàn)班和控制班分別采用基于生活的日記形式和基于文本的不同的日記形式,但從學(xué)生的所交作文來看,僅僅一周的時(shí)間,沒有對學(xué)生寫作產(chǎn)生很大的影響,學(xué)生的用詞選擇、句式變化、語篇連貫、構(gòu)思邏輯等都處于同一水平,兩個(gè)學(xué)生的總體成績之間沒有明顯差異。經(jīng)過兩個(gè)月的實(shí)證也研究,筆者發(fā)現(xiàn),學(xué)生的寫作有了相應(yīng)的變化�；谖谋镜娜沼浗虒W(xué)形式,更加強(qiáng)調(diào)寫作用詞等使用的準(zhǔn)確性,而規(guī)范性則主要針對寫作中詞匯、語法、拼寫等的準(zhǔn)確性而言。對于基于生活的日記教學(xué)形式,更加強(qiáng)調(diào)學(xué)生思維表達(dá)能力,要求學(xué)生運(yùn)用所學(xué)來表達(dá)自己的想法,把握文章的整體性,而流暢性設(shè)計(jì)到了篇章結(jié)構(gòu)、句子過渡等,而規(guī)范性則是對語言詞匯、語法、拼寫等的準(zhǔn)確性提出了要求。所以經(jīng)過兩個(gè)月的訓(xùn)練,控制班在規(guī)范性方面呈現(xiàn)優(yōu)勢,而實(shí)驗(yàn)班在流暢性方面呈現(xiàn)優(yōu)勢。但可以看出,兩個(gè)月內(nèi),兩個(gè)班的總體寫作水平?jīng)]有出現(xiàn)明顯差異。經(jīng)過一學(xué)期的實(shí)證研究后發(fā)現(xiàn),兩個(gè)班英語寫作出現(xiàn)明顯差異。兩個(gè)班已經(jīng)經(jīng)過了一學(xué)期的不同日記形式的教學(xué),兩個(gè)班已經(jīng)形成了固定模式,即作內(nèi)容來源于生活,更加自由基于生活的日記形式和以教材文本為主的基于文本的日記教學(xué)形式,兩個(gè)班都是基于日記,但各有側(cè)重。對于實(shí)驗(yàn)班而言,學(xué)生寫作更加自由,注重情感的表達(dá),沒有心理壓力,而控制班則在一定程度上限制了學(xué)生的思維能力和語言表達(dá),因此在流暢性上,實(shí)驗(yàn)班取得較好的成績。而控制班則來源于文本,文章新穎等方面受到一定的限制,所以相對于控制班,實(shí)驗(yàn)班在組織性方面優(yōu)明顯提高。在規(guī)范性方面,實(shí)驗(yàn)班對于規(guī)范性而言,實(shí)驗(yàn)班學(xué)生強(qiáng)調(diào)寫作的交流性,而控制班則強(qiáng)調(diào)知識(shí)的鞏固性,所以控制班學(xué)生在規(guī)范性上取得了更好的結(jié)果。綜上所述,日記對提高學(xué)生英語寫作能力起到了不可忽視的作用。盡管本研究存在一些不足之處,但筆者還是期望一起分享本論文的一些主要發(fā)現(xiàn)。對高中英語教學(xué)來說,英語日記的應(yīng)用,對提高高中生英語寫作水平有很大的幫助。
[Abstract]:Writing is an inseparable part of English language skills and an important manifestation of the ability to use a comprehensive language. The English writing course plays an important role in consolidating knowledge, broadened thinking, expressing emotions and cultivating students' ability to use a comprehensive language in the course of English teaching. English writing course is not only a student's simple knowledge. The single application is also the output expression of thinking and emotion. At the same time, the high school English curriculum standards not only put forward the specific requirements on the students' writing ability, but also put forward the requirements of emotional attitude to the students. Through the analysis of the college entrance examination writing in recent years, the college entrance examination is getting closer to the actual life of the students. The analysis of the existing literature and its own teaching practice has found that in the present high school English writing class, the traditional teacher centered teaching mode is still adopted: heavy knowledge and language form, writing style and content, which seriously hinders the Creative Cultivation of students. It makes students lack initiative, authenticity and communication in the process of writing, which has a bad influence on the students' ability to use comprehensive language. Therefore, it is necessary to explore an effective method of English writing. The diary has the characteristics of life, autonomy and learning, and the content is more close to the student's life. This paper, guided by Krashen's input theory, the output theory of swin and Wang Chung Ming's theory of writing length, applies the diary to the teaching of English writing. The purpose of this study is to investigate whether the English diary helps to improve the level of English writing of high school students. The author of this paper is in Wenshui high school in Lvliang, Shanxi Province, two A parallel class of 99 students for the study, one for the experimental class, a total of 50 students, using a daily life diary teaching form, the two class as the control class, a total of 49 students, using a text based diary teaching form. The whole experiment was conducted in the experimental class and control class at the same time, consisting of 5 parts, before the experiment questionnaire survey, the pre test, The following questions are mainly discussed in this study: 1., what are the changes in the attitude of senior high school students to English writing before and after the experiment? 2. what's the influence on the organization, fluency and normalization of English writing based on life and text based diaries after a week of experiment? 3. in the experimental implementation Two months later, what are the effects of life based and text-based diaries on the organizational, fluency and normalization of English writing? 4. after the first semester of the experiment, what has the influence on the organization, fluency and normalization of English writing based on the life and text based Diaries? After the experiment, the author uses SPSS17.0 The statistical software makes a detailed analysis of the collected data and draws the following conclusions: through a pre experiment questionnaire, it is found that in general, students have a negative attitude to English writing. They do not write because they are interested or liked, but simply do their homework, and about 65% of the students do not have good writing habits. At the end of the experiment, the author once again sent a questionnaire to the students to investigate whether the students' attitude has changed after a semester's Diary Teaching. The results show that the students' attitude has changed obviously. The application of the diary to the teaching of English writing has greatly improved the students' English Writing. Interest, cultivating students' creativity and helping students to form good writing habits. Through empirical research, I found that in a week, there is no obvious difference in writing ability between the experimental class and the control class. In the short term, the writing ability of the students is not influenced by the Diary Teaching and is basically maintained at the previous level. The class and the control class adopted the daily diary form and the different diary form based on the text, but from the students' writing, only one week's time did not have a great influence on the students' writing. The students' choice of words, the change of sentence patterns, the coherence of the text, the logic of conception, and so on were all at the same level, and the total of the two students. There is no significant difference between the results. After two months of empirical study, I found that the students' writing has changed correspondingly. The text based diary teaching forms more emphasis on the accuracy of the use of writing and action, while the normalization is mainly aimed at the accuracy of the vocabulary, grammar, spelling and so on in the writing. In the form of teaching, more emphasis is placed on the students' ability to express their thinking. They require students to use what they have learned to express their ideas and grasp the integrity of the article, and the fluency is designed to the structure of the text, the sentence is transition and so on, while the standardization is required for the accuracy of language vocabulary, grammar, spelling and so on. So after two months of training, the control class is controlled. In the normative aspect, the experimental class has the advantages of fluency. But it can be seen that there is no significant difference in the overall writing level of the two classes in two months. After a semester of empirical research, there are obvious differences in English writing between the two classes. The two classes have been taught in different forms of diary for a semester. The two classes have formed a fixed mode, that is, the content comes from life, the diary form is more free based on the daily life, and the text based diary teaching form is based on the text of the textbook. The two classes are based on the diary, but each has their own emphasis. For the experimental class, the students are more free to write, pay more attention to emotional expression, and have no psychological pressure. In a certain degree, the control class restricts the students' thinking ability and language expression to a certain extent. Therefore, the experimental class gets better results in fluency, while the control class comes from the text, the article is novel and so on. Therefore, compared with the control class, the experimental class is obviously improved in the organizational aspect. In the experimental class, the students in the experimental class emphasize the communication of the writing, while the control class emphasizes the consolidation of knowledge, so the students in the control class have achieved better results in the normalization. In summary, the diary has played an important role in improving the students' English writing ability. I still expect to share some of the main findings of this paper together. For high school English teaching, the application of English diaries has a great help to improve the level of high school students' English writing.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：2036619