本文選題：高中英語 + 讀寫教學　； 參考：《南京師范大學》2017年碩士論文

【摘要】：目前高中英語教學中基本以輸入性的教學方式為主,即注重聽和讀,而輕視說和寫,這導致許多高中生的寫作水平不甚理想。歷年高考英語書面表達都存在寫作內(nèi)容空洞,邏輯混亂,只有一些詞塊而無實際內(nèi)容;或語法錯誤較多,語言形式使用不正確等問題。針對英語寫作中出現(xiàn)的這些問題,本研究主要探討英語閱讀和寫作結合的內(nèi)在聯(lián)系及其可行性,旨在促進英語寫作教學。本研究以語言輸入與輸出假說、語篇分析理論、支架理論為依據(jù),分別運用問卷調(diào)查、訪談、實驗研究等方法來研究以下問題:1.讀寫結合在課堂教學實踐中是如何操作的?2.讀寫結合的教學模式對學生寫作的積極性產(chǎn)生了怎樣的影響?3.讀寫結合的教學模式對學生的寫作水平產(chǎn)生了怎樣的影響?本次研究以某中學高二的兩個平行班為實驗對象,一個設為實驗班,另一個為對照班,進行為期8個月的教學實驗。實驗期間,實驗班與對照班使用同一教材,不同的是實驗班采用讀寫結合的教學模式,包括仿寫、縮寫、擴寫、讀后續(xù)寫、基于話題的寫作等,將讀寫任務聚焦于單詞和短語、句型結構、段落和篇章、思想和觀點等方面。對所收集到的前后測數(shù)據(jù)用SPSS19.0軟件進行了分析,對學生的訪談結果進行了轉錄,整理和分析,實驗前后對學生進行了問卷調(diào)查并分析整理了調(diào)查的數(shù)據(jù)。本次教學實驗所得的結論是:行為上,學生在閱讀過程中會有意識的進行語言的模仿和運用,同時在寫作過程中主動的參考和回顧已讀的語言內(nèi)容,從而形成有效的讀寫習慣;情感上,學生的寫作積極性有了很大的提升;水平上,參與讀寫結合嘗試的實驗班的寫作成績有了較大的提升。因此,高中英語教學中運用讀寫結合的教學嘗試是可行的。
[Abstract]:At present, English teaching in senior high school is based on input teaching, that is, paying attention to listening and reading, but despising speaking and writing, which leads to the unsatisfactory writing level of many senior high school students. In the past years, there are many problems in the written expression of college entrance examination, such as empty writing content, confused logic, only some lexical chunks without actual content, or many grammatical errors and incorrect use of language forms. In view of these problems in English writing, this study focuses on the internal relationship and feasibility of the combination of English reading and writing, with a view to promoting the teaching of English writing. Based on the language input and output hypothesis, discourse analysis theory and scaffold theory, the present study uses questionnaires, interviews, and experimental studies to study the following questions: 1: 1. The combination of reading and writing is how to operate in classroom teaching practice. How does the teaching mode of combining reading and writing influence the students' writing enthusiasm? How does the combination of reading and writing affect the students' writing level? This study took two parallel classes in a middle school as experimental objects, one as experimental class and the other as control class for 8 months. During the experiment, the experimental class and the control class use the same teaching material. The difference is that the experimental class adopts the teaching mode of combining reading and writing, including imitation writing, abbreviated writing, extended writing, topic based writing and so on. The reading and writing tasks are focused on words and phrases. The structure of sentence patterns, paragraphs and texts, ideas and ideas, and so on. The pre-and post-test data collected were analyzed by SPSS 19.0 software. The interview results were transcribed, sorted and analyzed. The questionnaire survey was conducted before and after the experiment and the survey data were analyzed. The conclusions of this teaching experiment are as follows: in the process of reading, students will consciously imitate and use the language, and at the same time, actively refer to and review the contents of the language read in the process of writing, thus forming effective reading and writing habits; Emotionally, the students' writing enthusiasm has been greatly improved; at the level, the experimental class involved in reading and writing attempts to achieve a greater improvement. Therefore, it is feasible to use the combination of reading and writing in high school English teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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