高中生學(xué)習(xí)參與度對英語寫作水平的影響研究
發(fā)布時間：2018-12-10 09:55
【摘要】：英語寫作作為英語學(xué)習(xí)聽、說、讀、寫的四項基本技能之一,在高考中占有舉足輕重的地位。而目前高中生英語寫作得分普遍不高,尤其是在三星級高中,滿分25分的英語作文能得到20分以上的學(xué)生鳳毛麟角。在平時教學(xué)中,英語教師往往注重學(xué)生聽力和閱讀能力的培養(yǎng)。很多教師只有在評講試卷時才會講解作文,忽視學(xué)生日常的寫作訓(xùn)練。因此,重視寫作教學(xué),提高學(xué)生寫作成績應(yīng)該成為廣大英語教師關(guān)注的一個問題。如今隨著教育改革的推進,以學(xué)生為主體的教育理念得到大力倡導(dǎo),課堂是否有學(xué)生參與、學(xué)生是否在課堂上“動起來”已經(jīng)成為評價教師教學(xué)的一項重要指標,由此可見,學(xué)生對于學(xué)習(xí)的參與在某種程度上可能影響其學(xué)習(xí)成績,所以探討高中生學(xué)習(xí)參與度對寫作水平的影響無疑對中學(xué)英語教學(xué)有重要意義。本研究將高中生的學(xué)習(xí)參與分為行為、認知和情感三個維度,選擇連云港市一所農(nóng)村三星級高中高三年級的兩個藝術(shù)班學(xué)生為對象進行為期六周的研究,重點討論和回答以下兩個問題:(1)教師的干預(yù)手段是否會影響學(xué)生的學(xué)習(xí)參與度?(2)學(xué)生學(xué)習(xí)參與度是否與英語寫作水平存在相關(guān)性?筆者首先通過實驗前的問卷調(diào)查,了解高中生英語學(xué)習(xí)參與度的現(xiàn)狀。然后通過課堂觀察、訪談和實驗后的調(diào)查問卷等研究工具,了解教師的干預(yù)手段是否會影響學(xué)生的學(xué)習(xí)參與度。最后通過實驗前后的兩次問卷調(diào)查和兩次寫作測試等研究工具,了解高中生學(xué)習(xí)參與度是否與英語寫作水平存在相關(guān)性。研究表明,教師改變教學(xué)流程、師生角色互換、教師在學(xué)生小組討論時干預(yù)、同伴互評、教學(xué)風(fēng)格的改變這五種干預(yù)手段能夠在一定程度上提高學(xué)生的學(xué)習(xí)參與度。學(xué)生在教師干預(yù)手段作用下,課堂上的積極行為人次增多,消極行為人次減少,學(xué)生比較喜愛這五種干預(yù)手段,認為它們對學(xué)習(xí)參與有促進作用。學(xué)生的學(xué)習(xí)參與度與英語寫作水平呈正相關(guān),其中行為參與與英語寫作水平的相關(guān)度最高。研究的結(jié)論是高中生學(xué)習(xí)參與度的提高對英語寫作水平有積極的影響。
[Abstract]:As one of the four basic skills in listening, speaking, reading and writing, English writing plays an important role in the college entrance examination. At present, the scores of high school students' English writing are generally not high, especially in three star high schools, where students with a full score of 25 points can get more than 20 points. In normal teaching, English teachers often pay attention to the cultivation of students'listening and reading ability. Many teachers only explain the composition in the examination paper, ignoring the students' daily writing training. Therefore, paying attention to writing teaching and improving students' writing achievement should become a problem that English teachers pay close attention to. With the advancement of educational reform, the student-centered educational concept has been strongly advocated, whether there are students in the classroom, whether or not the students "move" in the classroom has become an important indicator to evaluate the teaching of teachers, it can be seen from this. Students' participation in learning may affect their academic achievement to some extent, so it is of great significance to explore the influence of high school students' participation in learning on their writing ability. In this study, high school students' learning participation was divided into three dimensions: behavior, cognition and emotion, and two art classes in a rural three-star senior high school in Lianyungang city were selected for a six-week study. The following two questions are discussed and answered: (1) does teacher intervention affect students' participation in learning? (2) is there a correlation between students' participation in learning and their level of English writing? First of all, the present situation of high school students' participation in English learning is investigated by a questionnaire before the experiment. Then, through classroom observation, interview and questionnaire, we can find out whether teachers' intervention will affect students' participation in learning. Finally, by means of two questionnaires and two writing tests before and after the experiment, the author tries to find out whether high school students' participation in learning is related to their English writing proficiency. The research shows that teachers' changing teaching process, teachers' role exchange, teachers' intervention in student group discussion, peer evaluation and teaching style change can improve students' participation in learning to a certain extent. Under the influence of teachers' intervention, the active behavior in the classroom increased and the negative behavior decreased. The students preferred the five intervention methods and thought that they could promote the learning participation. There is a positive correlation between students' learning participation and their English writing level, among which behavioral participation has the highest correlation with English writing level. The conclusion of the study is that the improvement of high school students' learning participation has a positive effect on English writing.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
本文編號：2370387
[Abstract]:As one of the four basic skills in listening, speaking, reading and writing, English writing plays an important role in the college entrance examination. At present, the scores of high school students' English writing are generally not high, especially in three star high schools, where students with a full score of 25 points can get more than 20 points. In normal teaching, English teachers often pay attention to the cultivation of students'listening and reading ability. Many teachers only explain the composition in the examination paper, ignoring the students' daily writing training. Therefore, paying attention to writing teaching and improving students' writing achievement should become a problem that English teachers pay close attention to. With the advancement of educational reform, the student-centered educational concept has been strongly advocated, whether there are students in the classroom, whether or not the students "move" in the classroom has become an important indicator to evaluate the teaching of teachers, it can be seen from this. Students' participation in learning may affect their academic achievement to some extent, so it is of great significance to explore the influence of high school students' participation in learning on their writing ability. In this study, high school students' learning participation was divided into three dimensions: behavior, cognition and emotion, and two art classes in a rural three-star senior high school in Lianyungang city were selected for a six-week study. The following two questions are discussed and answered: (1) does teacher intervention affect students' participation in learning? (2) is there a correlation between students' participation in learning and their level of English writing? First of all, the present situation of high school students' participation in English learning is investigated by a questionnaire before the experiment. Then, through classroom observation, interview and questionnaire, we can find out whether teachers' intervention will affect students' participation in learning. Finally, by means of two questionnaires and two writing tests before and after the experiment, the author tries to find out whether high school students' participation in learning is related to their English writing proficiency. The research shows that teachers' changing teaching process, teachers' role exchange, teachers' intervention in student group discussion, peer evaluation and teaching style change can improve students' participation in learning to a certain extent. Under the influence of teachers' intervention, the active behavior in the classroom increased and the negative behavior decreased. The students preferred the five intervention methods and thought that they could promote the learning participation. There is a positive correlation between students' learning participation and their English writing level, among which behavioral participation has the highest correlation with English writing level. The conclusion of the study is that the improvement of high school students' learning participation has a positive effect on English writing.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
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