WebQuest在大学英语写作教学中的应用研究
发布时间：2018-07-25 14:05
【摘要】：写作作为一项语言教学中的产出技能,在大学英语教学中的地位是至关重要的。正如WilgaM.Rivers(1986)提出，近几年来写作一度被视为其他三种语言技能的基础①。然而，在当前的大学英语教学中，写作课的教学效果尚不尽如人意。张在新等（1995）曾说，毋庸置疑,学生在语言写作方面存在很大困难。和其他三种（听，说，读等）语言技能相比，写作被认为是最难培养的一种语言技能。而写作教学也面临着巨大的问题与挑战。因此，探索出一个新的写作教学模式对提高大学英语写作教学效果和学生的写作水平是非常必要的。 本研究以建构主义为理论为依据，采用质化与量化相结合的研究方法，以问卷调查，写作测试和访谈等方式为研究工具，，通过实验教学，探究了基于WebQuest的写作教学模式在大学英语写作教学中的应用，旨在探索（1）基于WebQuest的写作教学模式在激发学生学习兴趣和动机等方面是否优于结果教学法；（2）与结果教学法相比，基于WebQuest的写作教学模式是否更能提高非英语专业大学生英语写作水平；（3）基于WebQuest的写作教学模式是否有利于培养非英语专业大学生的自主学习能力。本研究的受试为甘肃政法学院公共管理学院2011级120名本科学生。 研究结果表明，基于WebQuest的写作教学模式可以运用于大学英语教学中。和传统的结果教学法相比，它更有利于培养和激发非英语专业大学生的兴趣和学习动机和提高其写作表达水平。此外，研究还发现此教学模式能培养他们的自主学习能力。同时，此教学模式也存在一些问题：如怎样有效地管理学习小组，在硬件网络教学环境不具备的条件下如何实施教学等。 本研究由六个章节组成。第一章为引言部分，主要介绍本研究的背景，意义及结构。第二章为文献综述，作者首先对WebQuest的定义、起源及结构做了系统的阐述，然后回顾了中外学者对WebQuest的相关研究，最后分析了写作教学的研究现状及存在问题。第三章为理论基础。作者通过阐述支持本研究的三个理论，构建了基于WebQuest的大学英语写作教学模式。第四章为实验部分。作者主要描述了研究问题，对象及研究工具，分别描述了基于WebQuest的写作教学模式和结果写作教学模式及其在课堂中的具体操作步骤。第五章为本实验的主要发现部分。作者主要分析实验数据并讨论了WebQuest写作教学模式的优势。第六章为本研究的结果部分。作者对本研究做出了最后的结论并为大学英语写作教学及研究提出了建议。
[Abstract]:As a productive skill in language teaching, writing plays an important role in college English teaching. As WilgaM.Rivers (1986) suggested, writing was once considered the foundation of the other three language skills in recent years. However, in current college English teaching, the teaching effect of writing course is not satisfactory. Zhang Zaixin et al. (1995) once said that there is no doubt that students have great difficulties in language writing. Writing is considered one of the most difficult language skills to develop compared with three other language skills (listening, speaking, reading, etc.). Writing teaching also faces enormous problems and challenges. Therefore, it is necessary to explore a new writing teaching model to improve the teaching effect of college English writing and the students' writing level. Based on the theory of constructivism, this study adopts the method of combining qualitative and quantitative research, and takes questionnaire survey, writing test and interview as the research tools, through experimental teaching. This paper probes into the application of writing teaching mode based on WebQuest in college English writing teaching. The purpose of this paper is to explore (1) whether the writing teaching model based on WebQuest is superior to the result teaching method in arousing students' interest and motivation in learning; (2) comparing with the result teaching method. Whether the writing teaching mode based on WebQuest can improve the English writing level of non-English majors; (3) whether the writing teaching mode based on WebQuest can help to cultivate the autonomous learning ability of non-English majors. The subjects of this study were 2011 undergraduate students from the School of Public Administration, Gansu University of political Science and Law. The results show that the writing teaching model based on WebQuest can be applied to college English teaching. Compared with the traditional result teaching method, it is more helpful to cultivate and stimulate the interest and motivation of non-English majors and improve their writing and expression level. In addition, the study also found that this teaching model can cultivate their autonomous learning ability. At the same time, there are some problems in this teaching mode, such as how to manage the learning group effectively and how to implement the teaching under the condition that the hardware network teaching environment is not available. This study consists of six chapters. The first chapter is the introduction, mainly introduces the background, significance and structure of this study. The second chapter is a literature review. Firstly, the author systematically expounds the definition, origin and structure of WebQuest, then reviews the relevant research on WebQuest by Chinese and foreign scholars, and finally analyzes the present situation and existing problems of writing teaching. The third chapter is the theoretical basis. By expounding the three theories supporting this study, the author constructs a college English writing teaching model based on WebQuest. The fourth chapter is the experimental part. The author mainly describes the research problems, objects and research tools, and describes the teaching model of writing based on WebQuest and the teaching mode of resultant writing, and the concrete operation steps in the classroom, respectively. The fifth chapter is the main findings of this experiment. The author analyzes the experimental data and discusses the advantages of WebQuest writing teaching model. The sixth chapter is the result of this study. The author draws a conclusion and puts forward some suggestions for the teaching and research of college English writing.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319.3
本文编号：2144052
[Abstract]:As a productive skill in language teaching, writing plays an important role in college English teaching. As WilgaM.Rivers (1986) suggested, writing was once considered the foundation of the other three language skills in recent years. However, in current college English teaching, the teaching effect of writing course is not satisfactory. Zhang Zaixin et al. (1995) once said that there is no doubt that students have great difficulties in language writing. Writing is considered one of the most difficult language skills to develop compared with three other language skills (listening, speaking, reading, etc.). Writing teaching also faces enormous problems and challenges. Therefore, it is necessary to explore a new writing teaching model to improve the teaching effect of college English writing and the students' writing level. Based on the theory of constructivism, this study adopts the method of combining qualitative and quantitative research, and takes questionnaire survey, writing test and interview as the research tools, through experimental teaching. This paper probes into the application of writing teaching mode based on WebQuest in college English writing teaching. The purpose of this paper is to explore (1) whether the writing teaching model based on WebQuest is superior to the result teaching method in arousing students' interest and motivation in learning; (2) comparing with the result teaching method. Whether the writing teaching mode based on WebQuest can improve the English writing level of non-English majors; (3) whether the writing teaching mode based on WebQuest can help to cultivate the autonomous learning ability of non-English majors. The subjects of this study were 2011 undergraduate students from the School of Public Administration, Gansu University of political Science and Law. The results show that the writing teaching model based on WebQuest can be applied to college English teaching. Compared with the traditional result teaching method, it is more helpful to cultivate and stimulate the interest and motivation of non-English majors and improve their writing and expression level. In addition, the study also found that this teaching model can cultivate their autonomous learning ability. At the same time, there are some problems in this teaching mode, such as how to manage the learning group effectively and how to implement the teaching under the condition that the hardware network teaching environment is not available. This study consists of six chapters. The first chapter is the introduction, mainly introduces the background, significance and structure of this study. The second chapter is a literature review. Firstly, the author systematically expounds the definition, origin and structure of WebQuest, then reviews the relevant research on WebQuest by Chinese and foreign scholars, and finally analyzes the present situation and existing problems of writing teaching. The third chapter is the theoretical basis. By expounding the three theories supporting this study, the author constructs a college English writing teaching model based on WebQuest. The fourth chapter is the experimental part. The author mainly describes the research problems, objects and research tools, and describes the teaching model of writing based on WebQuest and the teaching mode of resultant writing, and the concrete operation steps in the classroom, respectively. The fifth chapter is the main findings of this experiment. The author analyzes the experimental data and discusses the advantages of WebQuest writing teaching model. The sixth chapter is the result of this study. The author draws a conclusion and puts forward some suggestions for the teaching and research of college English writing.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319.3
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