基于内容的高中英语互动写作教学行动研究

发布时间：2018-05-12 13:35

本文选题：主题阅读 + 输出驱动　；参考：《南京师范大学》2015年硕士论文

【摘要】：如何提高英语课堂写作教学的有效性是高中英语教学的热点。本研究主要以“输出驱动假设”的理论框架,采用行动研究的方法,研究过程中按照“主题内容阅读输入促进写前输入—写作前、中、后三阶段互动写作教学活动-写作实战提升活动”的行动研究计划,并在写作课堂上通过示范同伴互评活动,引导学生及时反馈,开展二次写作,通过建立学生写作成长档案袋,引导学生进行写作反思,提高写作教学有效性。本研究选取了江苏省南通市如东县一所省三星高中的理科班高三(3)班的43名学生作为研究对象,其中重点跟踪6名研究对象,开展了为期6个月的写作教学行动研究。研究通过问卷调查、学生访谈、研究日志、课堂观察考试成绩等方法收集研究数据并多方验证了行动研究效果。本次行动研究是有实际效果的,研究结果表明：在高中英语写作教学中运用主题阅读法促进写前输入,采纳以输出为主导的综合写作教学方法,注重写作课堂的同伴互评反思有效增强学生的读者意识和评价者意识。研究结果表明：全班90%的学生改变了写作的态度,提高了写作兴趣,增强了写作自信心。通过同伴互评与反思,全班91%的学生乐于赏析他人作品,体味写作技巧,根据评价索引,对他人作品做出客观评价,积累了写作策略和技巧,提高了写作能力。此外,作为次行动研究者的教师学会了课堂观察,立足教学日志记载及时分析解决行动研究中出现的问题,做到通过思考进行研究,在研究中即时思考,在行动后立刻思考,适时采取有效的反馈措施解决问题,用行动研究更新了写作教学理念,改进了课堂教学效果,促进自身的专业成长。
[Abstract]:How to improve the effectiveness of English writing teaching is a hot topic in high school English teaching. This study mainly uses the "output-driven hypothesis" theory framework, using the method of action research, according to the "subject content reading input to promote pre-writing input-before writing, before writing." The action research plan of interactive writing teaching activity in the latter three stages-writing promotion activity ", and through demonstrating peer evaluation activities in writing class, leading students to timely feedback and carrying out second writing. Through the establishment of students' writing growth portfolio, it can guide students to reflect on writing and improve the effectiveness of writing teaching. In this study, 43 students were selected from a senior high school of Samsung High School in Rudong County, Nantong City, Jiangsu Province. Among them, 6 students were followed and 6 students were followed, and a study of writing teaching was carried out for 6 months. Through questionnaire survey, student interview, study log, classroom observation test scores and other methods to collect research data and verify the effectiveness of action research. The results show that the theme reading method is used to promote the pre-writing input in senior high school English writing teaching and adopt the comprehensive writing teaching method with output as the leading factor. Peer review and reflection in writing classroom can effectively enhance students' reader consciousness and evaluator consciousness. The results showed that 90% of the students changed their writing attitude, increased their writing interest and self-confidence. Through peer evaluation and reflection, 91% of the students in the class were happy to appreciate others' works and appreciate their writing skills. According to the evaluation index, they made an objective evaluation of others' works, accumulated writing strategies and skills, and improved their writing ability. In addition, as a secondary action researcher, the teacher learned to observe in the classroom, based on the teaching log records to analyze and solve the problems in the action research in a timely manner, so that he could do the research through thinking, think instantly in the research, and think immediately after the action. Timely and effective feedback measures are taken to solve the problem, the writing teaching concept is updated with action research, the classroom teaching effect is improved, and the professional growth of oneself is promoted.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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