“以读促写”对高中英语写作教学的影响研究
发布时间：2021-06-24 09:50
写作是最能反映英语学习者在学习中综合运用英语的基本能力,也是最难掌握的一项能力。大学入学考试中,英语试卷上的写作题目不仅要考查学生诸如词汇和语法方面的基础语言知识,还要考查他们用英语思考问题和表达观点的综合能力,因此,写作部分的分数会极大地影响英语这门课程的成绩。《英语课程标准（实验稿）》对学生的英语写作能力提出了明确的要求,也对教师的教学做出了明确的规定。然而,作为一名一线教师,作者发现我国目前的高中英语写作教学情况却不容乐观。目前,我国高中英语课堂采用传统的教学方法,授课方式抽象、枯燥,很难引起学生的写作兴趣,而且课堂教学时间有限,教学环节的“写作”训练量不足。因此,亟需采取措施改善目前高中英语课堂写作教学的现状,激发学生的学习兴趣以提高他们的写作水平。基于相关的理论基础和问卷调查表的情况了解,本文试图通过教学实验的方式,探求英语阅读对学生写作能力的影响。本研究通过在江西省赣州市第一中学的两个平行班,采用不同的教学方法进行了为期4个月的对比教学实验（在对照班继续沿用传统的教学方法,而在实验班则采用“以读促写”的教学方法）,以此证明“以读促写”教学法能更有效地提高学生的英语写作能力。...
【文章来源】：赣南师范大学江西省
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Thesis Framework
Chapter Two Literature Review
2.1 Definitions of Related Concepts
2.1.1 English reading
2.1.2 English writing
2.1.3 Reading-to-writing Approach
2.2 Theoretical Basis
2.2.1 Krashen’s Comprehensible Input Hypothesis
2.2.2 Swain’s Comprehensible Output Theory
2.2.3 ConstructivismTheory
2.3 Research at Home and Abroad
2.3.1 Research at abroad
2.3.2 Research at home
2.4 Summary
Chapter Three Research Methodology
3.1 Research Subjects,Research Instruments and Research Methods
3.1.1 Research Subjects
3.1.2 Research Instruments and Research Methods
3.2 Questionnaires and Data Analysis
3.3 Experiment Procedures
3.3.1 Teaching Experiment in CC with Traditional Approach
3.3.2 Teaching Experiment in EC with RWA
3.4 Writing Tests before and after the Teaching Experiment
Chapter Four Data Collections and Analysis
4.1 The Average Level of Students’Writing Competence is Low
4.2 The RWA is more effective than Traditional Approach in ImprovingStudents’Writing Competence
4.3 Discussion
Chapter Five Research Conclusions
5.1 Research Findings
5.2 Enlightenment of the Research
5.3 Limitations of the Study
5.4 Suggestions on the Application of RWA in Teaching English Writing
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Appendix V
Appendix VI
Appendix VII
References
Acknowledgement
本文编号：3246866
【文章来源】：赣南师范大学江西省
【文章页数】：76 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Thesis Framework
Chapter Two Literature Review
2.1 Definitions of Related Concepts
2.1.1 English reading
2.1.2 English writing
2.1.3 Reading-to-writing Approach
2.2 Theoretical Basis
2.2.1 Krashen’s Comprehensible Input Hypothesis
2.2.2 Swain’s Comprehensible Output Theory
2.2.3 ConstructivismTheory
2.3 Research at Home and Abroad
2.3.1 Research at abroad
2.3.2 Research at home
2.4 Summary
Chapter Three Research Methodology
3.1 Research Subjects,Research Instruments and Research Methods
3.1.1 Research Subjects
3.1.2 Research Instruments and Research Methods
3.2 Questionnaires and Data Analysis
3.3 Experiment Procedures
3.3.1 Teaching Experiment in CC with Traditional Approach
3.3.2 Teaching Experiment in EC with RWA
3.4 Writing Tests before and after the Teaching Experiment
Chapter Four Data Collections and Analysis
4.1 The Average Level of Students’Writing Competence is Low
4.2 The RWA is more effective than Traditional Approach in ImprovingStudents’Writing Competence
4.3 Discussion
Chapter Five Research Conclusions
5.1 Research Findings
5.2 Enlightenment of the Research
5.3 Limitations of the Study
5.4 Suggestions on the Application of RWA in Teaching English Writing
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Appendix V
Appendix VI
Appendix VII
References
Acknowledgement
本文编号：3246866
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