基于错误分析的初中英语写作支架式教学研究

发布时间：2018-03-14 09:00

本文选题：支架式教学　切入点：错误分析　出处：《广东技术师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：英语写作要求学生将自身的经历与想法转化为书面语,是学生的英语输出能力和英语思维能力的综合体现,对英语教学和学习都非常重要。然而英语写作教学是我国初中教学的一个较薄弱的环节:学生整体得分较低,写作能力提升缓慢,同一错误容易再犯等。基于这一现实,本论文尝试将错误分析与支架式教学相结合,为初中英语写作教学打开一个新局面。错误分析理论认为,分析学生的错误有利于提高学生的英语学习能力,因为错误本身可以帮助老师掌握学生的学习情况,了解学生的发展水平。支架式教学倡导以学生为中心,认为在教学过程当中应该架设各种支架帮助学生从“实际发展水平”提升到“潜在发展水平”。随着学生写作能力的提高,教师在教学的后期阶段应该逐步撤走支架,培养学生独立写作和学习的能力。本次研究以广州市某中学初三年级一个班的学生为实验对象,将错误分析与支架式教学相结合,针对英语写作教学进行研究。通过前测,收集和分析中学生英语写作中的错误,根据学生常犯的错误设计支架式教学活动;接着在作文的批改和日常学习中收集和分析错误,为下一次的支架式教学进行准备。研究者希望通过这次的实验,探索出基于错误分析的支架式教学对学生写作产生的影响,通过支架让学生自行发现并纠正错误、避免错误,从而提高学生的英语写作能力和老师的教学能力。通过教学实践,收集、分析实验中的数据和访谈记录等研究方法,本次实验得出以下结论:(1)通过错误分析发现,由于母语负迁移导致的语际错误是初中生英语写作最大的“敌人”;(2)基于错误分析的支架式教学能有效地降低学生的错误率,帮助学生自己发现、纠正和避免错误,同时提高了学生的写作能力,增强了学生的写作信心;(3)支架式教学也促进了师生之间、生生之间的互动,学生之间能互相解决问题、互相学习,营造了良好的学习环境。本次研究结果显示,基于错误分析的支架式教学能有效帮助中学生在英语写作过程中发现并改正错误,提高学生的写作能力。同时,这种教学模式能有效提高我国中小学英语教师的教学能力。由于时间和各种因素的制约,本次研究还存在很多不足。作者希望通过这次的研究能引起大家对国内中学英语写作教学的重视,促进英语写作教学的长足发展。
[Abstract]:English writing requires students to transform their own experiences and ideas into written language, which is a comprehensive embodiment of students' English output ability and English thinking ability. It is very important for English teaching and learning. However, English writing teaching is a weak link in junior middle school teaching in our country: students' overall scores are low, writing ability is improving slowly, and the same mistakes are easy to repeat. This thesis attempts to combine error analysis with scaffolding teaching to open up a new situation for junior high school English writing teaching. The theory of error analysis holds that analyzing students' mistakes is conducive to improving students' English learning ability. Because mistakes themselves can help teachers master students' learning and understand their level of development. Scaffolding teaching advocates student-centered teaching. It is suggested that all kinds of scaffolds should be set up in the process of teaching to help students to upgrade from "actual development level" to "potential development level". With the improvement of students' writing ability, teachers should gradually remove the scaffolding in the later stage of teaching. In this study, the students in the third grade of a middle school in Guangzhou were selected as the experimental objects, which combined error analysis with scaffolding teaching to study the teaching of English writing. Collecting and analyzing the errors in middle school students' English writing, designing scaffolding teaching activities according to the mistakes students often make, then collecting and analyzing errors in composition correction and daily learning. Through this experiment, the researchers hope to explore the influence of scaffolding teaching based on error analysis on students' writing. In order to improve students' English writing ability and teachers' teaching ability. Through teaching practice, collection, analysis of the experimental data and interview records and other research methods, this experiment reached the following conclusions: 1) through error analysis found, Because the inter-lingual errors caused by negative transfer of mother tongue are the biggest "enemy" of junior high school students' English writing, the scaffolding teaching based on error analysis can effectively reduce the students' error rate and help students to find, correct and avoid errors. At the same time, the students' writing ability is improved, and the students' writing confidence is enhanced. The scaffolding teaching also promotes the interaction between teachers and students, and students can solve each other's problems and learn from each other. The results of this study show that the scaffolding teaching based on error analysis can effectively help middle school students to find and correct errors in the process of English writing, and improve students' writing ability. This teaching model can effectively improve the teaching ability of English teachers in primary and secondary schools in China. Due to the constraints of time and various factors, The author hopes that through this research, we can draw attention to the teaching of English writing in middle schools in China and promote the rapid development of English writing teaching.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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