英語在世界上使用最廣泛的語言,隨著科學(xué)技術(shù)和經(jīng)濟(jì)全球化的發(fā)展,人們對(duì)英語學(xué)習(xí)的要求也呈不斷上升的趨勢(shì)。英語寫作作為一種重要的輸出技能,最能反映學(xué)習(xí)者的綜合語言能力,因而在英語教學(xué)和學(xué)習(xí)中具有舉足輕重的地位�！队⒄Z課程標(biāo)準(zhǔn)》(2011版)強(qiáng)調(diào)寫作技能是體現(xiàn)語言的綜合運(yùn)用能力,是四項(xiàng)基本技能之一,并對(duì)初中不同的年級(jí)明確地提出了詳細(xì)的英語寫作要求和目標(biāo)。英語寫作在廣州英語中考150分總分中占15分,可見其的重要性。在教學(xué)實(shí)踐中,教師們雖然意識(shí)到寫作教學(xué)的重要性,但當(dāng)前的寫作教學(xué)的效果卻不容樂觀。問題的主要根源在于很多教師還是采用傳統(tǒng)的成果寫作法,他們讓學(xué)生花大量的時(shí)間去記詞匯和背誦文章,但收效甚微,學(xué)生害怕英語寫作,對(duì)寫作沒有興趣。本研究以建構(gòu)主義理論和最近發(fā)展區(qū)理論為理論基礎(chǔ),采用實(shí)驗(yàn)研究方法,探究支架式的初中英語寫作教學(xué)模式的有效性。實(shí)驗(yàn)以廣州市蘿崗區(qū)鎮(zhèn)龍中學(xué)的兩個(gè)平行班作為研究對(duì)象,其中一個(gè)班為控制組,另一個(gè)班為實(shí)驗(yàn)組,實(shí)驗(yàn)時(shí)間共16周。本研究的具體問題包括(1)支架式的英語寫作教學(xué)模式能否提高中學(xué)生的英語寫作水平?(2)支架式的英語寫作教學(xué)模式對(duì)中學(xué)生英語寫作中的句型或句子結(jié)構(gòu)的使用...

【文章頁數(shù)】：96 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Organization of the Study
Chapter Two Literature Review
    2.1 Previous Studies on English Writing Teaching
    2.2 Studies on Scaffolding
    2.3 Studies on Scaffolding Instruction
        2.3.1 Views on Relation between Scaffolding and Instruction
        2.3.2 Studies on Writing Teaching Based on Scaffolding
    2.4 Comments on Previous Studies
Chapter Three Theoretical Framework
    3.1 Constructivism Theory
        3.1.1 Constructivism
        3.1.2 Constructivism in Relation to Teaching and Learning
        3.1.3 Constructivism in Relation to English Writing
    3.2 Zone of Proximal Development
        3.2.1 Basics of Zone of Proximal Development
        3.2.2 Zone of Proximal Development in Relation to Teaching and Learning
        3.2.3 Zone of Proximal Development in Relation to English Writing
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Test
        4.3.2 Interview
    4.4 Data Collection
    4.5 Research Procedures
        4.5.1 Preparation before Experiment and Pre-test
        4.5.2 Teaching Operation in the Control Group
        4.5.3 Teaching Operation in the Experimental Group
        4.5.4 Post-test and Treatment
Chapter Five Results and Discussion
    5.1 Results of Writing Proficiency in the Tests
        5.1.1 Results of Pre-test
        5.1.2 Results of Post-test
        5.1.3 Results of Comparison of Pre-test and Post test
    5.2 Results of Impacts on the Use of Sentence Patterns / Structures in Writing
        5.2.1 Results of the Use of Sentence Patterns / Structures in Pre-test
        5.2.2 Results of the Use of Sentence Patterns / Structures in Post-test
    5.3 Discussion
        5.3.1 Discussion in Relation to Research Question One
        5.3.2 Discussion in Relation to Research Question Two
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications for English Writing Teaching
    6.3 Limitations of the Study
    6.4 Suggestions for Further Studies
References
Appendices
    Appendix Ⅰ 英語新課程標(biāo)準(zhǔn)對(duì)寫作的要求和建議
    Appendix Ⅱ 前測(cè)與后測(cè)試題
    Appendix Ⅲ 實(shí)驗(yàn)前對(duì)英語寫作情況的訪談
    Appendix Ⅳ 廣州市中考英語書面表達(dá)評(píng)分標(biāo)準(zhǔn)
    Appendix Ⅴ 八年級(jí)下Unit 4 Writing導(dǎo)學(xué)案
    Appendix Ⅵ 前測(cè)與后測(cè)的寫作成績(jī)
    Appendix Ⅶ 八年級(jí)已學(xué)過的英語句子種類、句型及句子結(jié)構(gòu)
    Appendix Ⅷ 寫作中句型結(jié)構(gòu)的統(tǒng)計(jì)



本文編號(hào)：3842118