过程写作法在初中英语教学中的实验研究

发布时间：2019-02-14 20:28

【摘要】：中学英语教学的目的是对学生进行听、说、读、写能力的基本训练,培养学生初步具备运用英语的能力,而写作被认为是最能体现学生各种综合能力的一项技能,具有不可忽视的重要意义。随着教育改革的推进,初中英语教学也越来越重视写作教学的有效性以及学生英文写作能力的提高。然而,在实践中,初中英语写作教学的效果并不理想。国内中学绝大多数英语老师仍然采用传统的结果教学法。这种教学方法忽略了在写作过程中的技能、知识、情感、写作策略和文化认识等因素的发展,而往往强调的是学生写作语法的准确性和最后的结果。因此,许多学生渐渐地对英文写作失去了兴趣和信心。在过去的几十年中,过程写作法一直是西方二语写作教学的主流教学方法。这种方法强调学生在写作过程中相互协作完成写前拟稿和修改等几个写作环节,有助于学生写出内容和形式均较好的文章。这也是当今理论界倡导“关注过程比关注结果更重要”理论的体现。过程写作法在国内的研究绝大多数集中在大学和高中阶段,在初中进行的实验研究还比较少。本文结合初中英语写作教学的实际情况,通过实验,来研究以下两个问题:1.过程写作法是否有助于增强初中生的英语写作兴趣和动机?2.过程写作法是否能有效提高初中生的英语写作能力?笔者在实习单位-邢台市第十九中学选取初二年级两个平行班进行对比实验研究。该实验使用四种工具:问卷,前后测,五篇测试作文和访谈。实验班英语写作课采用过程写作法,而控制班仍采用传统的英语写作教学方法,其它授课条件均相同。实验分为前、中、后三个阶段来进行,持续时间为一学期。通过对本实验所收集的资料和数据进行分析,笔者发现,过程写作法确实能够提高初中生的英语写作兴趣和动机,并且有助于提高他们的英语写作水平。在某种程度上可以说,过程写作法是提高初中生英语写作能力的好方法。
[Abstract]:The purpose of middle school English teaching is to train students' basic ability of listening, speaking, reading and writing, and to train students to have the ability to use English initially. Writing is considered to be a skill that best reflects the students' comprehensive abilities. It is of great significance not to be ignored. With the development of educational reform, English teaching in junior high school pays more and more attention to the effectiveness of writing teaching and the improvement of students' English writing ability. However, in practice, the effect of English writing teaching in junior high school is not ideal. The majority of English teachers in middle schools in China still adopt the traditional result teaching method. This teaching method neglects the development of skills, knowledge, emotion, writing strategies and cultural cognition in the process of writing, and often emphasizes the accuracy and final result of students' writing grammar. As a result, many students gradually lose interest and confidence in English writing. In the past few decades, process writing has been the mainstream teaching method in the teaching of second language writing in the West. This method emphasizes the students' cooperation in the process of writing. It can help students to write articles with better content and form. It is also the embodiment of the theory that the process of attention is more important than the result. Most of the research on process writing in China is in the stage of university and high school, and the experimental research in junior high school is still few. According to the actual situation of English writing teaching in junior high school, this paper studies the following two problems through experiments: 1. Does process writing help to enhance junior high school students' interest and motivation in English writing? 2. Can process writing method effectively improve junior high school students' English writing ability? The author chooses two parallel classes of grade two in Xingtai No. 19 Middle School to carry on the contrast experiment. The experiment used four tools: questionnaire, pre-and-post test, five test compositions and interviews. The experimental class adopts the process writing method, while the control class still adopts the traditional English writing teaching method, and the other teaching conditions are the same. The experiment was divided into three stages, one semester, three stages. Through the analysis of the data and data collected in the present study, the author finds that the process writing method can improve the interest and motivation of junior high school students in English writing and help them to improve their English writing proficiency. To some extent, process writing is a good way to improve junior high school students' English writing ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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