反思性教学在高中英语写作反馈中的应用研究

发布时间：2018-03-17 11:10

本文选题：反思性教学　切入点：英语写作　出处：《哈尔滨师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：20世纪80年代以来,在杜威(Dewey)关于反思性思维论述基础上,许多学者和教师都对其进行深入探讨,阐明了反思性教学理论的重要价值。20世纪90年代以来,该理论被逐渐引入到外语教育教学领域中。反思性教学不仅对教学效果的改善起到重要作用,还能促进教师专业化发展。教师应在教学实践中培养自己的反思意识,通过反思不断更新自己的教学理念、调整自己的教学行为。近年来,我国教育界和学术界对反思性教学研究也日益关注。英语写作是一种输出技能,在听、说、读、写这四项技能中是相对较难的,体现了学习者的英语语言综合运用能力。然而英语写作教学一直以来都是我国高中英语教学中的薄弱环节。一方面,教师认为写作难教,自己费尽气力却收效甚微;另一方面,学生普遍反映作文难写,反复操练,仍难以提高。研究显示,缺乏行之有效的反馈机制是一个重要原因。因此,本文针对高中英语写作反馈薄弱问题,着力于将反思性教学理论运用于英语写作反馈的研究中。本研究采用的是定性研究、定量研究与行动研究相结合的方法,主要探讨三个问题:第一,反思性教学在英语写作反馈中的应用对提高高中生英语写作水平有无显著性差异;第二,如何用反思性教学理论构建高中英语写作反馈模式;第三,教师与学生对于反思性教学的评价。研究发现:第一,通过实验班在实验前与实验后平均成绩对比来看,学生的英语写作成绩得到了提高,比对照班的成绩提高幅度大,证明反思性教学在英语写作反馈中的应用对提高高中生英语写作水平有显著性差异;第二,自我反馈、同伴反馈与教师反馈这三种反馈方式对写作都有积极的影响,其中教师反馈对提高学生作文水平影响最大,自我反馈的影响最小。反思性教学理论需要构建一个动态的教学过程;第三,通过对师生访谈发现,师生对于反思性教学都持有乐于接受的态度。本文共分为五个部分,第一部分为绪论,介绍本研究的研究背景、研究目的、研究意义;第二部分为研究综述,对相关理论概念及研究现状进行了梳理;第三部分为研究设计,介绍了研究对象、研究工具、研究方法;第四部分介绍了反思性教学理论指导下的高中英语写作反馈的行动研究的过程;第五部分为全文的总结,并介绍研究启示与展望。本研究将反思性教学理念有机地融合到英语写作反馈教学中,能从教师与学生双方面入手,通过对写作反馈进行研究,对高中外语教学具有一定的参考意义。
[Abstract]:Since 1980s, on the basis of Dewey's argumentation on reflective thinking, many scholars and teachers have deeply discussed it and expounded the important value of reflective teaching theory since 90s in the 20th century. This theory is gradually introduced into the field of foreign language teaching. Reflective teaching not only plays an important role in improving the teaching effect, but also promotes the professional development of teachers. In recent years, the educational and academic circles in China have paid more and more attention to the research of reflective teaching. English writing is an output skill, listening, speaking and reading. It is relatively difficult to write these four skills, which reflects the learners' comprehensive ability to use English language. However, English writing teaching has always been a weak link in senior high school English teaching in China. On the one hand, teachers think that writing is difficult to teach. On the other hand, students generally report that composition is difficult to write, practice again and again, but still difficult to improve. Research shows that the lack of effective feedback mechanism is an important reason. Aiming at the weakness of English writing feedback in senior high school, this paper focuses on the application of reflective teaching theory to the study of English writing feedback. This paper mainly discusses three problems: first, whether the application of reflective teaching in English writing feedback has significant differences in improving senior high school students' English writing proficiency; second, how to construct a high school English writing feedback model with reflective teaching theory; and third, how to construct a high school English writing feedback model. The evaluation of reflective teaching between teachers and students. Firstly, through the comparison of the average scores of the experimental class before and after the experiment, the students' English writing scores have been improved, which is much higher than that of the control class. It is proved that the application of reflective teaching in English writing feedback has a significant difference in improving senior high school students' English writing ability. Secondly, three kinds of feedback methods, self-feedback, peer feedback and teacher feedback, all have positive effects on writing. Among them, teacher feedback has the greatest influence on improving students' composition level, while self-feedback has the least effect. Reflective teaching theory needs to construct a dynamic teaching process. Thirdly, through interviews with teachers and students, it is found that, This paper is divided into five parts: the first part is the introduction, which introduces the research background, the purpose and the significance of the research; the second part is the summary of the research. The third part is the research design, introduces the research object, the research tool, the research method; Part 4th introduces the process of action research on English writing feedback in senior high school under the guidance of reflective teaching theory, and part 5th is a summary of the full text. The paper also introduces the implications and prospects of the research. This study organically integrates the reflective teaching ideas into the teaching of English writing feedback, which can be started from both teachers and students, through the study of writing feedback. It has certain reference significance for senior high school foreign language teaching.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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