支架式教学在高中英语写作中的应用研究

发布时间：2018-06-13 17:47

本文选题：支架式教学 + 英语写作教学　；参考：《贵州师范大学》2017年硕士论文

【摘要】：写作是对英语学习能力的综合检测,是高考英语极为重要的一部分。然而高中英语写作的现状令人担忧。由于当前传统教学的局限性,老师对英语写作教学重视程度不够且缺乏对学生的写作进行指导的具体方法,导致学生英语写作兴趣和写作水平不高。支架式教学是由伍德,布鲁诺,罗斯在1976年提出的,以维果斯基的“最近发展区”和克拉申的“输入假说”为指导的建构主义理论中的一种教学方法。支架式教学主要分为五个步骤:搭建支架,进入情境,独立探索,协作学习,效果评价。随着与外界的交流增多,支架式教学传入中国。支架式教学被运用于中国教育的众多领域,但在高中英语写作中的应用研究较少。因此,笔者将支架式教学运用于高中英语写作课堂,试图探究支架式教学是否能够改变当前的英语写作现状,提升学生的英语写作能力同时分析支架式教学是否能够提高学生的合作学习和自主学习能力。本研究从贵州省紫云中学高二年级选取了两个同层次的班级作为实验对象,其中班级A为控制班,班级B为实验班。这两个班级在人数,英语写作成绩等方面都十分接近。教学实验共持续了8周,2016年8月开始到2016年10月结束。笔者通过测试,调查问卷和访谈等形式收集数据。在实验过程中,笔者对课堂教学进行了观察和记录。通过使用Excel对数据进行了分析,笔者得出了以下结论:1.当前高中英语写作的教与学都存在着严重的问题。2.与当前的传统的教学模式相比,支架式教学更能有效地提高学生的英语写作能力。3.学生对支架式教学的应用的满意度较高,同时支架式教学更能有效地增强学生的自主学习能力和合作学习能力。
[Abstract]:Writing is a comprehensive test of English learning ability and an extremely important part of college entrance examination. However, the current situation of high school English writing is worrying. Due to the limitations of traditional teaching, teachers pay less attention to English writing teaching and lack specific methods to guide students' writing, which leads to students' low interest in English writing and low level of writing. Scaffolding teaching was proposed by Wood Bruno and Ross in 1976. It is a teaching method of constructivism guided by Vygoski's "proximal development zone" and Krashen's "input hypothesis". Scaffolding teaching is mainly divided into five steps: setting up scaffolding, entering the situation, exploring independently, learning collaboratively and evaluating the effect. With the increase of communication with the outside world, scaffolding teaching was introduced into China. Scaffolding teaching has been used in many fields of Chinese education, but it is seldom applied in senior high school English writing. Therefore, the author applies scaffolding teaching to high school English writing class, and tries to find out whether scaffolding teaching can change the present situation of English writing. To improve students' English writing ability and analyze whether scaffolding teaching can improve students' cooperative learning and autonomous learning ability. In this study, two classes of the same level were selected from the second grade of Ziyun Middle School in Guizhou Province. Class A was the control class and class B was the experimental class. The two classes are very close in terms of size, English writing scores, etc. The experiment lasted eight weeks, beginning in August 2016 and ending in October 2016. The author collects data through tests, questionnaires and interviews. In the course of the experiment, the author observed and recorded the classroom teaching. By using Excel to analyze the data, the author draws the following conclusion: 1. At present, there are serious problems in the teaching and learning of English writing in senior high school. Compared with the traditional teaching mode, scaffolding teaching can effectively improve students' English writing ability. Students' satisfaction with the application of scaffolding teaching is higher, and scaffolding teaching can effectively enhance students' autonomous learning ability and cooperative learning ability.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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