支架教学在初中英语写作教学中的应用研究

发布时间：2018-01-24 22:16

本文关键词： 支架理论初中英语写作支架式写作教学　出处：《赣南师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：随着我国经济、教育和文化日益开放和国际化的发展,现今英语写作的实际运用、考查深度和使用频率都远胜于前,它不仅意味着一场语言能力的测试,更直接关系到了学生未来求学就业发展中的实际问题。写作作为新课标要求的英语课程学习的目标之一,对学生写作能力的要求也随着时代向工具性和人文性转变。从基础教育来看,英语书面表达是中考中分值较高、难度较大的必考题,从往年中考情况中不难看出,虽然我国学生的英语总体水平在逐年改善,在传统写作教学方法的引导下,学生的英语写作能力并没有得到应有的进步,所以初中英语写作教学的模式还存在较大探讨的空间。支架式教学是基于社会构建主义,以维果斯基“最近发展区”为理论基础的一种新的教学模式,该模式已经在国外的实证研究中被证实其有效性,但国内该教学模式在初中英语写作的研究里还相对欠缺。本研究将支架式教学运用到初中英语写作教学中,通过控制变量,设计教学步骤,比较传统成果教学法和支架式教学法对学生英语写作能力的教学影响,旨在研究初中生英语写作学习策略的培养。本研究具体研究了以下两个问题:1、对比传统教学法,支架式教学是否更能提升学生的英语写作成绩?2、对比传统教学法,支架式教学是否更能激发学生的英语写作兴趣,提升学生的写作兴趣和写作动机?如何体现?为了论证支架理论对初中英语写作教学的有效性,本研究采用实证研究的方法。赣州中学初一年级两个班的学生共116人参与了本次为期14周的写作教学实验,其中一个班随机选定为对照组,采用传统的写作教学法对其写作进行指导;另一个班则选定为实验组,采用支架式教学对其写作进行指导,指导大体分三个环节,写作技能与知识输入,支架学习环境构建和评测。在主体实验之前,两个班同时参加了前测并填写了前测问卷。实验过程中,两个班分别采用两种写作教学法,其中写作技能知识的输入、授课教师、教材和课时进度都相同。实验后的测量工具为问卷调查和写作测试,作者采用统计软件SPSS 17.0对实验数据进行收集和分析,对比传统的成果写作法与支架式教学法对英语写作的影响。实验研究发现:1)对比传统教学法,在支架式教学指导下,学生的写作技能有很大改善,写作成绩得到明显的提高;2)对比传统教学法,在支架式教学指导下,学生写作自学能力有所提高,课堂参与积极性提高,写作兴趣和写作动机明显增强。本研究证明了支架式教学法对于初中英语写作教学的适用性和有效性,为初中英语写作教学新模式的发展提供了一定的借鉴和参考。
[Abstract]:With the development of economy, education and culture in China, the practical use, examination depth and frequency of English writing are much better than before, which not only means a language proficiency test. Writing is one of the goals of the new curriculum. The demand for students' writing ability has also changed to the instrumental and humanism with the times. From the perspective of basic education, written expression in English is a must question with higher score and greater difficulty in the middle school entrance examination. It is not difficult to see from the situation in previous years that although the overall level of English of Chinese students is improving year by year, under the guidance of the traditional writing teaching method, the students' English writing ability has not made the due progress. Therefore, there is still much room for discussion on the teaching model of English writing in junior high school. Scaffolding teaching is a new teaching model based on social constructivism and based on the theory of Vygoski's "proximal development zone". This model has been proved to be effective in foreign empirical studies, but it is still lacking in the research of junior high school English writing in China. This study applies scaffolding teaching to junior high school English writing teaching. By controlling variables and designing teaching steps, this paper compares the influence of traditional achievement teaching method and scaffold teaching method on students' English writing ability. The purpose of this study is to study the cultivation of junior high school students' English writing learning strategies. The present study focuses on the following two questions: 1: 1. Compared with the traditional teaching method, can scaffolding teaching improve students' English writing scores? 2. Compared with the traditional teaching method, can the scaffolding teaching stimulate students' interest in English writing and enhance their interest in writing and motivation? How? In order to demonstrate the effectiveness of scaffolding theory in junior high school English writing teaching. In this study, 116 students from two classes of grade one in Ganzhou Middle School participated in the 14-week writing teaching experiment, one of which was randomly selected as the control group. Using the traditional writing teaching method to guide his writing; The other class was chosen as the experimental group, which used scaffolding teaching to guide its writing. The instruction was divided into three parts: writing skills and knowledge input, scaffold learning environment construction and evaluation. The two classes participated in the pre-test and filled out the pre-test questionnaire at the same time. In the course of the experiment, the two classes adopted two kinds of writing teaching methods, including the input of writing skills and the teaching teachers. The teaching material and class progress are the same. The measurement tools after the experiment are questionnaire and writing test. The author collects and analyzes the experimental data with statistical software SPSS 17.0. In contrast to the influence of traditional Achievement Writing method and scaffolding approach on English writing, the experimental study found that the students' writing skills were greatly improved under the guidance of the traditional teaching method, under the guidance of the traditional teaching method. The writing achievement obtains the obvious enhancement; 2) compared with the traditional teaching method, under the guidance of scaffolding teaching, students' self-study ability of writing has been improved, and the enthusiasm of classroom participation has been improved. Writing interest and motivation are significantly enhanced. This study proves the applicability and effectiveness of the scaffolding approach in junior high school English writing teaching. It provides some reference for the development of the new English writing teaching mode in junior high school.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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