自上世紀(jì)80年代以來(lái),西方學(xué)者基于圖式理論,在語(yǔ)言教學(xué)研究方面取得了豐富的成果。國(guó)內(nèi)學(xué)者緊跟國(guó)外圖式研究的潮流,針對(duì)我國(guó)英語(yǔ)教學(xué)中的現(xiàn)實(shí)情況進(jìn)行了一些有益的思考。但從研究?jī)?nèi)容來(lái)看,主要集中于大學(xué)英語(yǔ)寫(xiě)作教學(xué)等,針對(duì)高中英語(yǔ)寫(xiě)作教學(xué)設(shè)計(jì)的研究卻較為缺乏。為此,本文擬將圖式理論應(yīng)用到高中英語(yǔ)寫(xiě)作教學(xué)中,以期達(dá)到有助于改善高中英語(yǔ)寫(xiě)作教學(xué)的效果。本文以貴陽(yáng)市清華中學(xué)高三年級(jí)兩個(gè)班的學(xué)生為研究對(duì)象。在實(shí)驗(yàn)前期,作者通過(guò)問(wèn)卷調(diào)查了解兩個(gè)班學(xué)生對(duì)英語(yǔ)寫(xiě)作教學(xué)的看法和建議,并通過(guò)前測(cè)了解他們的英語(yǔ)寫(xiě)作水平。隨后,作者將兩個(gè)班分為實(shí)驗(yàn)班和控制班,在實(shí)驗(yàn)班里運(yùn)用基于圖式理論的英語(yǔ)寫(xiě)作教學(xué)模式,而控制班則沿用前一學(xué)期的過(guò)程寫(xiě)作教學(xué)模式。在實(shí)驗(yàn)后期,為了檢測(cè)兩個(gè)班的英語(yǔ)寫(xiě)作教學(xué)效果,作者再次進(jìn)行了問(wèn)卷調(diào)查和測(cè)試,并借助訪談的方式了解實(shí)驗(yàn)班學(xué)生對(duì)于圖式理論在英語(yǔ)寫(xiě)作教學(xué)中應(yīng)用的看法和建議。通過(guò)前測(cè)和后測(cè)結(jié)果的對(duì)比,作者發(fā)現(xiàn)實(shí)驗(yàn)班學(xué)生的英語(yǔ)寫(xiě)作成績(jī)相比控制班學(xué)生的有了明顯的提高。此外,問(wèn)卷調(diào)查和訪談的結(jié)果顯示,實(shí)驗(yàn)班學(xué)生對(duì)英語(yǔ)寫(xiě)作的興趣、信心、參與度等較之實(shí)驗(yàn)前有了極大地改善。鑒于本研究的結(jié)果,可以表明基于圖式...

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Question
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 Theoretical Basis
        2.1.1 Schema Theory
        2.1.2 Types of Schema
    2.2 Research on the Application of Schema Theory in English Writing at Home and Abroad
        2.2.1 The Related Research Abroad
        2.2.2 The Related Schema Research at Home
    2.3 Summary
Chapter3 Research Design
    3.1 Research Subject
    3.2 Research Method
    3.3 Research Instrument
        3.3.1 Questionnaire
        3.3.2 Test
        3.3.3 Interview
    3.4 Preparation Before the Research
    3.5 Research Implementation
    3.6 A Teaching Sample
Chapter4 Data Analysis and Discussion
    4.1 Analysis of the Questionnaire
        4.1.1 Analysis of the QuestionnaireⅠ
        4.1.2 Analysis of the QuestionnaireⅡ
    4.2 The Contrastive Analysis Between Pre-test and Post-test
    4.3 Analysis of the Interview
    4.4 Discussion of theResearch Questions
        4.4.1 Discussion of the First Research Question
        4.4.2 Discussion of the Second Research Question
Chapter5 Conclusion
    5.1 Major Finding
    5.2 Research Implication
    5.3 Research Limitation
    5.4 Suggestion for the Further Research
References
Appendix1:QuestionnaireⅠ
Appendix2:QuestionnaireⅡ
Appendix3:Pre-test
Appendix4:Post-test
Appendix5:Students’Achievement of Pre-test and Post-test
Appendix6:Contents of English Writing
Appendix7:Interview



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