【摘要】：在聽、說、讀、寫四項(xiàng)技能中,“寫作”作為語(yǔ)言輸出的重要部分,是一項(xiàng)綜合性很強(qiáng)的技能。當(dāng)前國(guó)內(nèi)傳統(tǒng)英語(yǔ)寫作教學(xué)過于注重練習(xí)寫作技巧,學(xué)生大部分情況處于記憶和套用現(xiàn)成句式的被動(dòng)狀態(tài),很少主動(dòng)思考以及反思自己的寫作過程。同時(shí),教師更多地關(guān)注學(xué)生呈現(xiàn)的寫作文本,包括遣詞造句,而對(duì)于學(xué)生在寫作過程,如何思考寫作題目和組織寫作語(yǔ)言很少關(guān)注。這些都使得英語(yǔ)寫作一直是英語(yǔ)教學(xué)需要解決的一大難題。體驗(yàn)式學(xué)習(xí)涉及到學(xué)生的情感、知覺、思維和行為,它強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)者身與心能動(dòng)的參與。在體驗(yàn)式學(xué)習(xí)的過程中,學(xué)生能夠積極參與各種體驗(yàn)活動(dòng)。這一過程能夠極大地激發(fā)學(xué)生的學(xué)習(xí)興趣,并促使學(xué)生自然地習(xí)得英語(yǔ)語(yǔ)言知識(shí),進(jìn)而提高學(xué)生學(xué)習(xí)英語(yǔ)的主動(dòng)性。本文從當(dāng)前高中英語(yǔ)寫作教學(xué)的現(xiàn)狀和英語(yǔ)教育改革的需要出發(fā),在大衛(wèi)·庫(kù)伯體驗(yàn)學(xué)習(xí)圈理論的基礎(chǔ)上,提出在高中英語(yǔ)寫作教學(xué)中實(shí)施體驗(yàn)式學(xué)習(xí),并就其展開相應(yīng)的實(shí)驗(yàn)研究,旨在探究以下兩個(gè)問題：1.體驗(yàn)式學(xué)習(xí)能否轉(zhuǎn)變學(xué)生的寫作態(tài)度?2.體驗(yàn)式學(xué)習(xí)能否提高學(xué)生的寫作能力?本研究采用定量與定性研究相結(jié)合的研究方法,進(jìn)行了數(shù)據(jù)的收集和分析。本次研究的實(shí)驗(yàn)對(duì)象來自平順中學(xué)的高一年級(jí)兩個(gè)平行班級(jí)。實(shí)驗(yàn)前測(cè)表明兩班在英語(yǔ)寫作態(tài)度和寫作水平方面并不存在顯著差異。在為期四個(gè)月的實(shí)驗(yàn)過程中,筆者在實(shí)驗(yàn)班將體驗(yàn)式學(xué)習(xí)用于寫作教學(xué)中,在控制班則依然采用傳統(tǒng)的寫作教學(xué)方式。實(shí)驗(yàn)結(jié)束后,筆者分別通過問卷和寫作測(cè)試對(duì)兩個(gè)班級(jí)進(jìn)行后測(cè)。與此同時(shí),在實(shí)驗(yàn)班級(jí)進(jìn)行了訪談,用以進(jìn)一步了解學(xué)生對(duì)于體驗(yàn)式學(xué)習(xí)這一新方法的認(rèn)識(shí)和想法。研究結(jié)果表明：體驗(yàn)式學(xué)習(xí)在轉(zhuǎn)變學(xué)生的英語(yǔ)寫作態(tài)度方面,具有明顯的積極作用。并且,體驗(yàn)式學(xué)習(xí)能夠很大程度地提高學(xué)生的英語(yǔ)寫作能力,對(duì)于彌補(bǔ)以往傳統(tǒng)寫作教學(xué)的不足,具有顯著的作用。與此同時(shí),本研究在體驗(yàn)式學(xué)習(xí)的基礎(chǔ)上,對(duì)于如何更加有效地進(jìn)行寫作教學(xué),提供了一些相關(guān)的啟示。
[Abstract]:Among the four skills of listening, speaking, reading and writing, writing is a comprehensive skill as an important part of language output. At present, the traditional English writing teaching in China pays too much attention to practicing writing skills. Most of the students are in a passive state of memorizing and applying ready-made sentence patterns, and seldom think actively and reflect on their own writing process. At the same time, teachers pay more attention to the writing text presented by the students, including the choice of words and sentences, but little attention is paid to how the students think about writing problems and how to organize the writing language in the process of writing. All these make English writing a difficult problem in English teaching. Experiential learning involves students' emotion, perception, thinking and behavior. It emphasizes the participation of language learners' body and mind. In the process of experiential learning, students can actively participate in various experiential activities. This process can greatly stimulate students' interest in learning and promote students' natural acquisition of English language knowledge, thus enhancing students' initiative in learning English. Starting from the current situation of English writing teaching in senior high school and the needs of English education reform, this paper proposes to implement experiential learning in English writing teaching in senior high school on the basis of David Cooper's theory of experiential learning circle. And the corresponding experimental research is carried out in order to explore the following two issues: 1. Can experiential learning change students' writing attitude? 2. Can experiential learning improve students' writing ability? In this study, quantitative and qualitative research methods were used to collect and analyze the data. The subjects of this study are two parallel classes in grade one of Pingshun Middle School. The pretest shows that there is no significant difference in English writing attitude and writing proficiency between the two classes. During the four-month experiment, the author used experiential learning in the writing teaching in the experimental class, while the traditional writing teaching method was still adopted in the control class. After the experiment, the author tested the two classes by questionnaire and writing test. At the same time, interviews were conducted in the experimental class to further understand the students' understanding and ideas on the new method of experiential learning. The results show that experiential learning plays an active role in changing students' English writing attitude. Moreover, experiential learning can improve students' English writing ability to a great extent and play a significant role in making up for the shortcomings of traditional writing teaching. At the same time, on the basis of experiential learning, this study provides some enlightenment on how to teach writing more effectively.
【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】：2016
【分類號(hào)】：G633.41

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