【摘要】：寫作是高考考查的重點,同時也是英語教學的難點。在高中英語教學中,寫作訓練存在費時多、效果差的現(xiàn)象。受頻次作用理論的啟示,本研究采用多頻次練習的寫作訓練方法進行教學實驗,從寫作質量、寫作信心兩個方面探討頻次作用對高考英語寫作的影響。本研究還進一步考察了受試對這一寫作訓練方法的態(tài)度以及頻次作用+教師反饋的效果。針對這一研究主題,本研究提出以下研究問題:(1)頻次作用對高考英語作文寫作質量有何影響?(2)頻次作用對受試寫作信心的影響如何?(3)受試對頻次練習寫作教學模式的態(tài)度如何?(4)頻次作用和教師反饋結合的效果如何?本研究歷時五周,研究對象為棗莊市山亭區(qū)某高中高三年級的60名學生。受試被分為三組:頻次作用自我修改組、頻次作用+教師反饋組和常規(guī)寫作對照組,每組20人。材料收集分別在第一周、第三周和第五周進行。兩組頻次作用組就同一篇高考題目同時進行三次寫作練習,不同點是教師僅對頻次作用+教師反饋組額外給予書面反饋,而常規(guī)寫作對照組每次就不同的高考題目寫作。收集到的作文根據高考作文評分標準評定總分,并根據分項評分量表就內容要點、語法、流利度等分項進行打分。實驗結束后對受試進行問卷調查和訪談。本研究的數(shù)據由SPSS19.0軟件進行處理和對比分析,并結合問卷調查和訪談,最后得出實驗結論如下:(1)頻次寫作訓練整體上有利于受試高考作文寫作質量的提高。主要表現(xiàn)在內容更全面,語法錯誤減少,邏輯性增強,作文的準確性、流利度和連貫性皆有提高,頻次作用+教師反饋寫作組的提高尤為明顯。(2)在頻次寫作訓練中學生的寫作信心隨著次數(shù)的增加不斷增強。也就是說,練習頻次的增加對寫作信心有增強作用。前次寫作為后續(xù)寫作提供了鋪墊和心理準備。(3)大部分受試對頻次寫作訓練模式持接受認可的態(tài)度。(4)頻次練習+教師反饋練習方式有一定的累加效應。本研究對練習頻次作用下的高考英語寫作教學實踐有一定的現(xiàn)實意義,頻次作用+教師反饋寫作教學模式對高考英語寫作教學有一定的借鑒和啟示作用。
[Abstract]:Writing is not only the focus of college entrance examination, but also the difficulty of English teaching. In high school English teaching, writing training is time-consuming and ineffective. Inspired by the theory of frequency effect, this study adopts the writing training method of multi-frequency exercises to carry out teaching experiments, and discusses the influence of frequency on college English writing from two aspects: writing quality and writing confidence. The study also investigated the students' attitude to this writing training method and the effect of frequency on teachers' feedback. In response to this research theme, This study puts forward the following research questions: (1) how does frequency affect the writing quality of college entrance examination? (2) what is the effect of frequency on the students' writing confidence? What is the attitude of the teacher? (4) what is the effect of the combination of frequency and teacher feedback? This study lasted for five weeks. The subjects were 60 senior high school students in Shanting District, Zaozhuang City. The subjects were divided into three groups: the frequency effect self-modification group, the frequency effect teacher feedback group and the routine writing control group, each group with 20 people. The materials were collected in the first week, the third week and the fifth week. The two groups had three writing exercises on the same subject, the difference being that the teachers only gave additional written feedback to the feedback group, while the conventional writing control group wrote on the different subjects of the college entrance examination each time. The collected compositions were assessed according to the college entrance examination composition scoring standard, and the content points, grammar, fluency and other sub-items were scored according to the itemized score scale. Questionnaires and interviews were conducted after the experiment. The data of this study are processed and compared by SPSS19.0 software, and combined with questionnaire survey and interview, the experimental conclusions are as follows: (1) the frequency of writing training is conducive to the improvement of the writing quality of the college entrance examination. They are more comprehensive in content, fewer grammatical errors, more logical, more accurate, more fluent and more coherent in composition. The improvement of teacher feedback writing group is especially obvious. (2) students' writing confidence increases with the increase of frequency writing training. That is to say, the increase of practice frequency has a strong effect on writing confidence. The previous writing provided the groundwork and psychological preparation for the follow-up writing. (3) most of the subjects accepted the frequent writing training mode. (4) the feedback exercise method of the frequent practice teachers had a certain cumulative effect. This study has certain practical significance to the teaching practice of college entrance examination English writing under the influence of practice frequency, and the feedback writing teaching mode of teachers' frequency influence has certain reference and enlightenment function to the teaching of college entrance examination English writing.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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