过程写作法对高三学生英语写作能力影响的行动研究

发布时间：2017-12-31 18:19

本文关键词：过程写作法对高三学生英语写作能力影响的行动研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：高三学生积累了较多的词汇,掌握了系统的英语语法知识。但在英语写作时往往无话可写,句式表达形式单一,不能得体地使用所学词汇和句型。这与传统的“学生写,教师改”的英语写作教学有关,教师和学生花费了很多时间却无助于学生英语写作能力的提高。为增强高三学生英语写作的信心,提高他们的英语写作能力,笔者在所任教的高三学生中进行过程写作法的行动研究。笔者按照写前准备、初稿、同伴反馈、修改、重写、教师反馈这六个步骤开展过程写作教学。本次研究共进行三轮行动研究,每一轮行动研究都经历计划、实施、观察和反思四个步骤,每轮研究结束后依据反思的结果调整下一轮的研究计划和行动。第一轮行动研究主要是按照过程写作法的步骤进行四次英语写作,经过反思笔者发现过程写作教学的写前准备、同伴反馈阶段存在问题。在第二轮行动研究中,写前准备阶段的小组讨论由最初的依据座位分组,调整为依据英语水平和座位分组；同伴反馈阶段学生按照“第二轮行动研究同伴反馈的评价标准”这一表格对同伴作文的语言用词、内容要点和结构过渡方面都做出反馈。在第三轮行动研究中,笔者进一步细化同伴反馈的评价标准,并将过程写作的重写阶段安排在课外进行。在分析学生的调查问卷、个别访谈、写作测试成绩和写作文本之后,笔者得出以下结论。第一,对英语写作感兴趣的学生由研究前的20.84%上升为研究后的43.75%,这表明实施过程写作法的行动研究改变了学生对英语写作的态度,增强了学生对英语写作的兴趣。第二,学生在高三的四次大型英语考试中书面表达的成绩逐步提升,中等生的进步尤为显著,这表明本次研究提高了学生在英语测试中书面表达的成绩,尤其是对中等生有较大的帮助。第三,学生英语写作时在语言用词、内容要点和结构过渡方面都有进步,这也表明本次研究有利于学生英语语言运用能力和逻辑思维能力的提高,从而增强英语写作能力。第四,针对过程写作法开展行动研究能让教师和学生在多次的英语写作训练中,改进过程写作法的步骤,有效地发现并解决高三学生在英语写作方面的问题,逐步提高他们的英语写作能力。本次研究对英语写作教学有以下启示：第一,英语教师应在学生英语写作中充分发挥作用；第二,学生应明确英语作文的评价标准。
[Abstract]:High school students accumulated more vocabulary, a good knowledge of English grammar system. But when writing in English often can write words, sentence expression form is single, cannot use appropriate vocabulary and sentence patterns. The traditional student ", and write about English Writing Teaching Reform of teachers, teachers and students spend" a lot of time did not help to improve students' writing ability. In order to enhance the high school students' English writing confidence, improve their English writing ability, the author carried out the action research process writing in the teaching of the senior students. According to the pre writing, drafting, revision, rewriting, peer feedback, teacher feedback to carry out process the teaching of writing these six steps. Three rounds of action research were carried out in this study, the research of each round of action through plan, implementation, observation and reflection of four steps, each round after the end of the study according to the results of reflection The next round of adjustment plans and actions. The first round of action research is mainly carried out four times according to the English writing process writing steps after reflection the author found that the preparation process of writing teaching and writing before the existence of peer feedback stage. In the second round of action research, written before the preparation phase of the group discussion group from the original on the basis of seats, according to the English level and adjust seat grouping; peer feedback stage students according to the "second round of action research on peer feedback evaluation criteria" this form of peer language words, transition points and content structure make feedback. In the third round of action research, the author further refine the evaluation standards of peer feedback and, the rewrite phase arrangement in the process of writing class. The questionnaire, in the analysis of students' individual interviews, after writing test scores and writing the text. Draw the following conclusions. First, the students interested in English writing up from before the study on 20.84% after 43.75%, which indicates that the implementation of the action research process writing changed their attitude towards English writing, to enhance students' interest in English writing. Second students in four, written English exam of senior three the score increased gradually, the secondary students progress is particularly significant, which indicates that this research improves the students' written expression in English test scores, especially helpful for the secondary students. Third words in the language of English writing, the content and structure of the transition points are progress, this is that this study will help students to use English language ability and logical thinking ability, so as to enhance the ability of English writing. In fourth, according to the writing process to carry out action research can make teachers and students In many English writing training, improve the writing process steps to effectively discover and solve the problem of high school students in English writing problems, and gradually improve their English writing ability. This study has the following implications for the teaching of English Writing: first, English teachers should give full play to the role of students in English Writing; second. Students should make clear English composition evaluation standard.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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