过程法在高中英语写作教学中的实证研究

发布时间：2018-03-11 22:32

本文选题：英语写作　切入点：过程法　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着教改的深入,课堂英语教学正逐步从以教师为中心的知识型教学模式向以学生为中心的综合应用型教学模式转变。英语写作作为一项产出性技能,不仅是学生综合应用能力的一种输出方式,也是语言评估的重要内容之一。同时,大学英语入学考试对英语写作提出了高要求。此外,对于任何一种语言来说,通过写的方式进行交流都具有重要意义。一直以来,英语写作都是一个难题。目前,高中英语写作教学的状况并不乐观,这体现在教和学两个方面。在英语课堂中,尤其是传统课堂,教师多使用传统法进行教学,更多关注的是“范文”,完全忽视了学生的写作过程。实际上,学生在开始写作之前,会有自己的一些想法。他们在写作过程中会经历一系列的阶段:写前准备,写初稿,编辑,修正,校对,讨论,最终完成写作。因此,有效的英语写作教学法非常重要。为探究有效的写作教学法,作者以辽中县第一私立高级中学二年级两个平行班作为研究对象,开展研究。该实验始于2016年9月1日,于2017年1月15日结束。随机一班作为实验班,有50人,二班为控制班,有48人。在写作课堂上,实验班采用过程法教学,控制班仍然用传统教学方法。实验过程中,这两个班级的英语教师相同,所使用的教材相同(外语教育与研究出版社出版的学生用书必修5和必修6),其他方面的基本情况也大致相同。为了保证该研究的客观性,参与实验的两个班级对此并不知情。该研究运用的工具包括:问卷,测试,访谈,统计软件SPSS。该论文的研究问题包括以下几个方面:1.过程法能改善学生的写作兴趣吗?2.过程法能对学生的写作策略产生积极影响吗?3.过程法能提高实验班学生的写作水平吗?作者通过对所得数据进行分析得出:过程法是有效的写作教学法,不仅能改善学生的写作兴趣、提高写作成绩,最重要的是能够在写作策略层面上对学生产生积极影响。作者期望该教学法得以有效实施,以解决现今英语写作教学中存在的问题。这将不仅有益于学习过程,也有益于教学研究。
[Abstract]:With the deepening of teaching reform, classroom English teaching is gradually changing from a teacher-centered knowledge-based teaching model to a student-centered comprehensive applied teaching model. It is not only an output method of students' comprehensive application ability, but also one of the important contents of language assessment. At the same time, college English entrance examination sets high requirements for English writing. In addition, for any language, Communication through writing is of great significance. English writing has always been a difficult problem. At present, the situation of English writing teaching in senior high school is not optimistic, which is reflected in both teaching and learning. Especially in the traditional classroom, teachers often use the traditional method to teach, and pay more attention to the "model essay", which completely ignores the students' writing process. In fact, before the students begin to write, They will have their own ideas. They will go through a series of stages in the writing process: preparation before writing, writing a first draft, editing, revising, proofreading, discussing, and finally finishing the writing. Effective English writing teaching method is very important. In order to explore effective writing teaching method, the author takes two parallel classes in Grade two of the first Private Senior Middle School in Liaozhong County as the research object. The experiment began in September 1st 2016. It ended on January 15th 2017. There were 50 students in the random class, 48 in the control class and 48 in the second class. In the writing class, the experimental class was taught by the process method, while the control class was still using the traditional teaching method. The English teachers in these two classes are the same, and the teaching materials are the same (required 5 and 6 required books for students published by the Foreign language Education and Research Publishing House), and the basic situation is similar in other respects. In order to ensure the objectivity of the study, The two classes involved in the experiment were not aware of this. The tools used in the study included: questionnaires, tests, interviews, and statistical software SPSS.Can the process approach improve students' interest in writing? 2. Can process approach have a positive impact on students' writing strategies? 3. Can the process method improve the students' writing ability in the experimental class? Through the analysis of the data obtained, the author concludes that the process method is an effective teaching method for writing, which can not only improve the students' interest in writing, but also improve their writing performance. The most important thing is to have a positive influence on the students at the writing strategy level. The author hopes that the teaching method can be implemented effectively to solve the problems existing in the present English writing teaching. It is also beneficial to teaching and research.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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