四方寫作法指導(dǎo)下的初中英語(yǔ)過(guò)程寫作的行動(dòng)研究
發(fā)布時(shí)間：2018-08-03 11:52
【摘要】：英語(yǔ)寫作是在聽、說(shuō)、讀、寫四項(xiàng)技能中的一項(xiàng)綜合語(yǔ)言技能,在初中英語(yǔ)教學(xué)中占有至關(guān)重要的地位。雖然教育部在《初中英語(yǔ)課程標(biāo)準(zhǔn)》和《初中英語(yǔ)教學(xué)大綱》中已經(jīng)明確了對(duì)于英語(yǔ)寫作技能訓(xùn)練的要求,但在目前本省中學(xué)英語(yǔ)寫作教學(xué)實(shí)際中,仍面臨諸多問(wèn)題,尤其是在一些英語(yǔ)教學(xué)處于中低水平的農(nóng)村地區(qū)初中。因此,研究農(nóng)村和城郊學(xué)校存在的英語(yǔ)教學(xué)問(wèn)題,探索改變教學(xué)現(xiàn)狀的途徑勢(shì)在必行。本研究旨在探索一所郊區(qū)初中的寫作教學(xué)問(wèn)題,并尋求解決問(wèn)題的辦法,基于認(rèn)知發(fā)展過(guò)程理論、合作學(xué)習(xí)理以及建構(gòu)主義模式下的學(xué)習(xí)理論為理論,采用“四方寫作法”指導(dǎo)學(xué)生通過(guò)英語(yǔ)過(guò)程寫作的三步驟,即:寫前、寫中和寫后,最終完成寫作。在教學(xué)過(guò)程中,尤其強(qiáng)調(diào)對(duì)學(xué)生寫前構(gòu)思的啟發(fā)和寫后評(píng)改方式的使用,目的是解決初中生英語(yǔ)寫作中的困難,使其寫作能力得到一定的提高。本研究以貴陽(yáng)市白云民族中學(xué)七年級(jí)學(xué)生為教學(xué)對(duì)象,進(jìn)行了為期三個(gè)月的行動(dòng)研究,主要解決以下問(wèn)題:1.在“四方寫作法”的指導(dǎo)下,初中生的英語(yǔ)寫前構(gòu)思是否產(chǎn)生了一些實(shí)際效果?2.通過(guò)“四方寫作法”的指導(dǎo),是否實(shí)現(xiàn)了學(xué)生的英語(yǔ)表達(dá)形式內(nèi)化的這一過(guò)程?是如何實(shí)現(xiàn)英語(yǔ)表達(dá)形式內(nèi)化的?3.“四方寫作法”的訓(xùn)練是否幫助構(gòu)建學(xué)生的英語(yǔ)寫作框架和提高寫作的整體意識(shí)?本研究首先開展問(wèn)卷調(diào)查和觀察學(xué)生日常作文,對(duì)英語(yǔ)寫作的現(xiàn)狀和存在的問(wèn)題進(jìn)行剖析,根據(jù)學(xué)生的實(shí)際問(wèn)題,有針對(duì)性地制定了一項(xiàng)行動(dòng)方案,擬定一套可供操作的教學(xué)計(jì)劃并加以實(shí)施。經(jīng)過(guò)一段時(shí)間的訓(xùn)練,前后對(duì)比學(xué)生的作文內(nèi)容和分?jǐn)?shù),反思并改進(jìn)原有方案后繼續(xù)開展實(shí)施,不斷改進(jìn)教學(xué),以保證行動(dòng)方案的有效實(shí)施。本研究采用以定性為主,定量為輔的研究手段,以問(wèn)卷調(diào)查、課堂觀察、書面反饋以及寫作測(cè)試等工具和手段采集數(shù)據(jù),對(duì)調(diào)查問(wèn)卷數(shù)據(jù)進(jìn)行處理和分析,并采用配對(duì)樣本T檢驗(yàn)對(duì)學(xué)生作文分?jǐn)?shù)等數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,在此基礎(chǔ)上,對(duì)“四方寫作法”指導(dǎo)下的過(guò)程寫作教學(xué)進(jìn)行研究和討論。此項(xiàng)行動(dòng)研究結(jié)果表明,大多數(shù)學(xué)生以“四方寫作法”思路為指導(dǎo),經(jīng)過(guò)一段時(shí)間的過(guò)程寫作訓(xùn)練后,英語(yǔ)作文的總體水平都有了一定的提高,學(xué)會(huì)在寫作前進(jìn)行審題和寫作框架的構(gòu)思,其思維得到啟發(fā),思路有所擴(kuò)展,反復(fù)練習(xí)以熟悉英語(yǔ)表達(dá)形式逐漸使學(xué)生實(shí)現(xiàn)英語(yǔ)表達(dá)形式內(nèi)化的過(guò)程,學(xué)生能夠?qū)懗龌痉嫌⒄Z(yǔ)規(guī)范的句子,作文內(nèi)容顯得較為清晰和完整�！八姆綄懽鞣ā钡挠�(xùn)練幫助學(xué)生更好的構(gòu)建英語(yǔ)寫作框架,學(xué)生初步感受到寫作帶來(lái)的成就感,這在一定程度上激發(fā)了他們的英語(yǔ)寫作興趣并增強(qiáng)英語(yǔ)寫作的自信心。本研究結(jié)果表明,“四方寫作法”指導(dǎo)下的英語(yǔ)過(guò)程寫作有助于改進(jìn)英語(yǔ)寫作教學(xué)和提高初中生的英語(yǔ)寫作水平。
[Abstract]:English writing is a comprehensive language skill in listening, speaking, reading and writing, which plays an important role in junior high school English teaching. Although the Ministry of Education has made clear the requirements for English writing skills training in Junior High School English Curriculum Standard and Junior High School English syllabus, there are still many problems in the teaching of English writing in middle schools in this province. Especially in some middle-and-low-level junior middle school English teaching in rural areas. Therefore, it is imperative to study English teaching problems in rural and suburban schools and explore ways to change the teaching situation. The purpose of this study is to explore the problem of writing teaching in a suburban junior high school, and to find solutions to the problem, based on the theory of cognitive development process, cooperative learning theory and learning theory under the constructivism model. The four-way writing method is used to guide the students to complete their writing in the following three steps: before writing, writing and writing. In the process of teaching, the author especially emphasizes the inspiration of students' pre-writing conception and the use of post-writing evaluation methods, in order to solve the difficulties in junior high school students' English writing and to improve their writing ability to a certain extent. This research takes the seventh grade students of Baiyun ethnic Middle School in Guiyang as the teaching object, and carries on the action research for three months, mainly solves the following question: 1. Under the guidance of the Quadripartite Writing method, does the pre-writing conception of junior high school students have some practical effects? Under the guidance of the Quadripartite Writing method, has the process of internalization of students' English expressions been realized? How to realize the internalization of English expression. Does the four-party writing approach help students to build a framework of English writing and enhance their overall sense of writing? In this study, a questionnaire survey and observation of the students' daily compositions were conducted to analyze the present situation and existing problems of English writing. According to the actual problems of the students, an action plan was drawn up. Draw up an operational teaching plan and implement it. After a period of training, the students' composition contents and scores were compared before and after, and after reflecting and improving the original plan, they continued to carry out and improve the teaching, so as to ensure the effective implementation of the action plan. This study adopts qualitative and quantitative research methods to collect data, such as questionnaire survey, classroom observation, written feedback and writing test, to process and analyze the questionnaire data. On the basis of the statistical analysis of students' composition scores by paired sample T test, the teaching of process writing under the guidance of the Quartet Writing method is studied and discussed. The results of this action study show that most of the students are guided by the Quadripartite Writing method, and after a period of process writing training, the overall level of English composition has been improved to a certain extent. Learning to consider questions and frame of writing before writing, its thinking has been inspired, ideas have been expanded, repeated practice to familiarize students with the form of English expression gradually to achieve the process of internalization of the form of English expression, Students can write sentences which accord with English standard, and the composition is clear and complete. The training of Quadripartite Writing method helps students to construct a better framework of English writing, and students feel a sense of achievement in writing, which to some extent arouses their interest in English writing and enhances their self-confidence in English writing. The results of the present study indicate that English process writing under the guidance of the Quartet approach can help to improve the teaching of English writing and improve the English writing proficiency of junior high school students.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2161657
[Abstract]:English writing is a comprehensive language skill in listening, speaking, reading and writing, which plays an important role in junior high school English teaching. Although the Ministry of Education has made clear the requirements for English writing skills training in Junior High School English Curriculum Standard and Junior High School English syllabus, there are still many problems in the teaching of English writing in middle schools in this province. Especially in some middle-and-low-level junior middle school English teaching in rural areas. Therefore, it is imperative to study English teaching problems in rural and suburban schools and explore ways to change the teaching situation. The purpose of this study is to explore the problem of writing teaching in a suburban junior high school, and to find solutions to the problem, based on the theory of cognitive development process, cooperative learning theory and learning theory under the constructivism model. The four-way writing method is used to guide the students to complete their writing in the following three steps: before writing, writing and writing. In the process of teaching, the author especially emphasizes the inspiration of students' pre-writing conception and the use of post-writing evaluation methods, in order to solve the difficulties in junior high school students' English writing and to improve their writing ability to a certain extent. This research takes the seventh grade students of Baiyun ethnic Middle School in Guiyang as the teaching object, and carries on the action research for three months, mainly solves the following question: 1. Under the guidance of the Quadripartite Writing method, does the pre-writing conception of junior high school students have some practical effects? Under the guidance of the Quadripartite Writing method, has the process of internalization of students' English expressions been realized? How to realize the internalization of English expression. Does the four-party writing approach help students to build a framework of English writing and enhance their overall sense of writing? In this study, a questionnaire survey and observation of the students' daily compositions were conducted to analyze the present situation and existing problems of English writing. According to the actual problems of the students, an action plan was drawn up. Draw up an operational teaching plan and implement it. After a period of training, the students' composition contents and scores were compared before and after, and after reflecting and improving the original plan, they continued to carry out and improve the teaching, so as to ensure the effective implementation of the action plan. This study adopts qualitative and quantitative research methods to collect data, such as questionnaire survey, classroom observation, written feedback and writing test, to process and analyze the questionnaire data. On the basis of the statistical analysis of students' composition scores by paired sample T test, the teaching of process writing under the guidance of the Quartet Writing method is studied and discussed. The results of this action study show that most of the students are guided by the Quadripartite Writing method, and after a period of process writing training, the overall level of English composition has been improved to a certain extent. Learning to consider questions and frame of writing before writing, its thinking has been inspired, ideas have been expanded, repeated practice to familiarize students with the form of English expression gradually to achieve the process of internalization of the form of English expression, Students can write sentences which accord with English standard, and the composition is clear and complete. The training of Quadripartite Writing method helps students to construct a better framework of English writing, and students feel a sense of achievement in writing, which to some extent arouses their interest in English writing and enhances their self-confidence in English writing. The results of the present study indicate that English process writing under the guidance of the Quartet approach can help to improve the teaching of English writing and improve the English writing proficiency of junior high school students.
【學(xué)位授予單位】：貴州師范大學(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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