阅读和写作一体化教学在高中英语教学中的实证研究

发布时间：2018-03-27 04:49

  本文选题：阅读　切入点：写作　出处：《湖南师范大学》2012年硕士论文

【摘要】：随着二十一世纪国际竞争日益加剧,我国人才培养的目标日趋多元化,培养机制也在不断发生变化。在新课程改革之舟向改革浪潮纵深驶去之时,广大农村高中英语教师深感机遇与挑战并存,唯有不断创新教育教学艺术才能适应社会的发展需求。在新课程改革背景下高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上,进一步明确英语学习的目的,发展自主学习和合作学习的能力,形成有效的英语学习策略,从而进一步培养学生的综合语言运用能力。然而,当今农村高中英语教学整体水平与新课标的要求还存在相当一段距离,具体表现为农村高中英语教学中还存在较为严重的阅读与写作脱节的现象,学生的英语阅读能力和写作能力的发展极不均衡。 为了有效地缓解这种读写脱节现象,均衡发展学生的阅读和写作能力,整体提升学生的英语学科素养和学科成绩,本文作者在湖南省浏阳市第二中学(一所普通的农村高中)进行了长达半年的高中英语阅读和写作一体化教学实证研究。研究以可理解输入假说、可理解输出假说和语篇分析理论为依据,着眼于学生的语言基础知识和基本技能的均衡发展,以有具体意义的功能话题为纽带把阅读和写作训练有机结合起来共同提高学生的语言素养。在教学过程中,教师以语段为语言训练的基本单位,融词于句,融句于段,着力培养学生的语境意识和语篇意识,以期突破重阅读轻写作的教学误区,实现阅读和写作并重。另外,课题研究者将教学成果的评价聚焦于学生输出内容的质量和数量,目的在于夯实语言基础知识、培养语篇意识,实现英语阅读能力和表达能力的同步提升。 为了提高实证研究的信度和效度,作者将实验安排在浏阳市第二中学高二年级两个教学班进行。其中实验班45人对比班41人。实验开始于2010年的9月15日,持续20周,于2011年的1月15日结束。在一个学期的教学实践中,教师从学情问诊到阅读训练再到写作训练,整体设计教学过程,在各个教学环节全方位渗透阅读与写作一体化教学理念。通过随机访谈学生、建立学生学习档案、问卷调查和学科测试,研究人员发现：经过一个学期的实验教学后,实验班级的英语成绩明显高于对比班级的成绩,学生对英语学习的兴趣和学习效率均较以前有了较大幅度的提高。因此,作者认为英语阅读和写作一体化的教学理念是可行的,实施高中英语阅读和写作一体化教学是提高农村高中英语教学整体水平的有效措施。高中英语阅读和写作一体化教学者对教学内容处理的整合程度高,对教学环节设计的系统化程度高。高中英语阅读和写作一体化教学符合学生的认知规律,容易为广大农村高中学生所接受,有利于均衡发展学生的英语阅读和写作能力,有利于培养具有一定外语基础知识和运用能力的新型人才。
[Abstract]:With the intensification of international competition in the 21 century, the goal of talent training in our country is becoming more and more diversified, and the training mechanism is constantly changing. The majority of English teachers in rural senior high schools feel that opportunities and challenges coexist. Under the background of the new curriculum reform, the overall goal of the English curriculum in senior high school is to make students know the purpose of English learning in the compulsory education stage. Develop the ability of autonomous learning and cooperative learning, form effective English learning strategies, and further develop students' comprehensive language use ability. However, There is still a considerable gap between the overall level of English teaching in rural senior high schools and the requirements of the new curriculum, which is manifested by the serious disconnect between reading and writing in English teaching in rural senior high schools. The development of students' English reading ability and writing ability is very uneven. In order to effectively alleviate this phenomenon of reading and writing disconnect, develop the students' reading and writing ability in a balanced way, and improve the students' English subject accomplishment and academic achievement as a whole, In this paper, the author conducts an empirical study on the integration of English reading and writing teaching in Liuyang No. 2 Middle School (an ordinary rural high school) for six months in order to understand the input hypothesis. On the basis of comprehensible output hypothesis and discourse analysis theory, it focuses on the balanced development of students' basic language knowledge and basic skills. Combining reading and writing training organically with specific functional topics to improve the students' language literacy. In the teaching process, the teacher takes the language segment as the basic unit of language training, melts the words in the sentence and the sentence in the paragraph, in the teaching process, the teacher takes the phrase as the basic unit of language training, integrates the words in the sentence and the sentence in the paragraph. Focus on cultivating students' sense of context and discourse, in order to break through the teaching errors of emphasizing reading and writing, and realize the equal emphasis of reading and writing. In addition, the evaluation of teaching results is focused on the quality and quantity of students' output content, in addition, the evaluation of teaching results is focused on the quality and quantity of students' output content. The purpose of this paper is to consolidate the basic knowledge of language, cultivate textual awareness, and achieve the simultaneous improvement of English reading ability and expression ability. In order to improve the reliability and validity of the empirical study, the author arranged the experiment in two classes of Grade two in Liuyang No. 2 Middle School. Among them, the experimental class consisted of 45 students and 41 students. The experiment began on September 15, 2010 and lasted for 20 weeks. It ended on January 15, 2011. In a semester of teaching practice, teachers design the teaching process from learning to reading training to writing training. Through random interviews with students, the establishment of student learning files, questionnaires and subject tests, the researchers found that: after a semester of experimental teaching, The results of the experimental class are obviously higher than those of the contrast class, and the students' interest in English learning and their learning efficiency have been greatly improved. Therefore, the author thinks that the teaching idea of the integration of English reading and writing is feasible. The integrated teaching of English reading and writing in senior high school is an effective measure to improve the overall level of English teaching in rural high school. The integrated teaching of English reading and writing in senior high school conforms to the students' cognitive law and is easily accepted by the rural senior high school students, which is beneficial to the balanced development of students' English reading and writing ability. It is conducive to the cultivation of new talents with certain basic knowledge and ability to use foreign languages.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G633.41
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本文编号：1670015