以输出为驱动的高中英语读写教学模式探究

发布时间：2018-01-10 18:01

本文关键词：以输出为驱动的高中英语读写教学模式探究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：高中英语教学的宗旨是培养学生的综合运用英语的交际能力。英语写作能力是其中不可或缺的一部分,是学生综合运用英语能力的具体体现。但是,英语写作始终是高中英语教学中的最薄弱项,提高高中生写作技能应是高中英语教学阶段的重中之重。本文以“输出驱动为导向”为理论依托,对高中英语读写教学模式进行探究。从牛津高中英语教材和英语报刊、杂志上遴选阅读题材和写作话题,采用“阅读——讨论——写作——评议——写作”的连续体构建高中英语读写教学模式,整个读写模式体现学生的主体地位以及教师的主导作用。本研究为期18周,研究对象为某四星级高中高二年级一个理科重点班,共54位同学,采用成绩测试法、访谈法和观察法等研究手段获取数据。数据分析结果表明：以输出为驱动的高中英语读写教学模式明显有效提高学生的写作能力,尤其是基础较好学生主动性较强学生效果更为显著；其次,提升学生对输入与输出的认知,对学生的读写行为产生积极影响,提高学生的综合运用英语的能力。本研究通过教学实践验证了以输出为驱动的高中英语读写教学模式的可行性。另外,希望本研究所创建的高中英语读写教学模式为致力于高中英语读写教学研究的同仁们提供借鉴。
[Abstract]:The purpose of English teaching in senior high school is to cultivate students' communicative competence of comprehensive use of English. English writing ability is an indispensable part of it and a concrete embodiment of students' comprehensive English use ability. English writing has always been the weakest point in English teaching in senior high school. Improving the writing skills of senior high school students should be the most important part of English teaching in senior high school. This paper is based on the theory of "output-driven". This paper probes into the teaching mode of reading and writing in senior high school. It selects reading topics and writing topics from Oxford senior high school English textbooks and English newspapers and magazines. Using the continuum of "Reading-Discussion-writing-Review-Writing" to construct the teaching mode of English reading and writing in senior high school. The whole reading and writing mode reflects the main position of students and the leading role of teachers. The study lasted for 18 weeks. The subjects of the study were a key science class in a four-star senior high school with 54 students. The results show that the output-driven high school English reading and writing teaching model can effectively improve students' writing ability. Especially, the effect of students with good foundation is more obvious than that of students with strong initiative. Secondly, improving students' cognition of input and output has a positive effect on students' reading and writing behavior. This study has proved the feasibility of the output-driven English reading and writing teaching model in senior high school through teaching practice. It is hoped that the teaching model of reading and writing in senior high school can be used for reference by colleagues who devote themselves to the teaching of reading and writing in senior high school.
【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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