“以读促写”在初中英语写作教学中的行动研究

发布时间：2018-05-02 01:05

本文选题：英语写作 + “以读促写”　；参考：《陕西理工大学》2017年硕士论文

【摘要】：英语写作作为英语要求最高、难度最大的技能之一,加之一些施教者教学方法的不足,对英语写作的重视程度不够等因素,使得学生的英语写作情况往往不乐观。笔者在陕西省武侯中学实习的初期同样发现初二(5)班的英语写作情况存在一些如写作成绩不理想、写作易产生焦虑感等亟待解决的问题。为了解决以上问题,同时最大程度的发挥课堂效用,笔者以现有教材为阅读材料,以陕西省武侯中学初二(5)班为被测班、初二(9)班为对照班,以“以读促写”教学模式为理论指导,并结合朱菊芬和尹广琴所提出的“以读促写”的课堂教学策略,同时以SPSS软件为分析工具,采用行动研究法对被测班进行了三轮行动研究。第一轮行动研究:通过问卷调查、师生访谈以及课堂观察等手段对学生写作情况进行了进一步摸底和验证,并采取相应的改善措施。后期对学生第一次月考成绩进行了分析,结果表明英语总成绩和写作成绩都没有明显改善,但在写作组织方面有了较大进步。另外,对学生的焦虑情问卷调查结果表明学生的焦虑情况也没有明显改善。第二轮行动研究:分析第一轮行动研究过程后,笔者加强了对学生听课、词句记忆、写作训练的监督。后期通过对学生第二次月考成绩进行分析,结果表明英语总成绩仍没有明显改善,但学生写作成绩得到了明显改善,不过写作内容及写作规范仍不理想。同时,对学生的焦虑问卷调查结果表明学生的焦虑情况比较大的改善。第三轮行动研究:分析第二轮行动研究过程后,笔者加强了学生的课外阅读情况。后期通过对学生第三次月考成绩进行分析,结果表明学生英语总成绩有了明显改善,写作成绩得到了进一步改善。同时,对学生的焦虑问卷调查结果表明学生的焦虑情况也得到了进一步改善。经过三轮行动研究,达到了笔者的研究目的,同时也进一步证明了以下论点:(1)“以读促写”对学生英语写作成绩和英语总成绩有一定的提高,同时在内容、组织、词汇、语言表达、写作规范等具体方面有明显的促进作用;(2)“以读促写”能够有效的减轻学生的写作焦虑感。
[Abstract]:As one of the most demanding and difficult skills in English writing, the lack of teaching methods of some teachers and the lack of attention to English writing make students' English writing often not optimistic. At the beginning of my practice in Wuhou Middle School in Shaanxi Province, I also found that there are some problems to be solved in English writing in the second grade of Grade 5), such as the unsatisfactory writing achievement and the anxiety in writing. In order to solve the above problems and maximize the effectiveness of the classroom, the author takes the existing textbooks as the reading material, takes the second grade of Wuhou Middle School in Shaanxi Province as the class to be tested and the second year of the second year as the control class. Guided by the teaching mode of "reading and writing", combined with the teaching strategy of "reading and promoting writing" put forward by Zhu Jufen and Yin Guangqin, and with SPSS software as an analysis tool, The action research method was used to carry out three rounds of action research on the class under test. The first round of action research: through questionnaires, interviews between teachers and students, classroom observation and other means to further explore and verify the writing situation of students, and take appropriate measures to improve. The results show that the total English scores and writing scores have not improved significantly, but they have made great progress in writing organization. In addition, the results of the anxiety questionnaire showed that there was no significant improvement in the anxiety of the students. The second round of action research: after analyzing the first round of action research, the author strengthens the supervision of the students' listening class, words and sentences memory and writing training. Through the analysis of the students' scores in the second monthly examination, the result shows that the total English score has not been improved obviously, but the students' writing achievement has been improved obviously, but the writing content and the writing standard are still not ideal. At the same time, the results of the anxiety questionnaire showed that the anxiety of the students was greatly improved. The third round of action research: after analyzing the second action research process, the author strengthens the students' extracurricular reading. Through the analysis of the students' scores in the third monthly examination, the results show that the students' total English scores have improved obviously, and their writing scores have been further improved. At the same time, the results of the anxiety questionnaire show that the anxiety of the students has been further improved. After three rounds of action research, the author has achieved the purpose of the research, and has also further proved the following argument: "to read and write" has a certain improvement on students' English writing scores and total English scores, while at the same time in content, organization, vocabulary, The specific aspects of language expression, writing criterion and so on have obvious promoting effect.) "to read and write" can effectively reduce the students' writing anxiety.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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