任务型教学法应用于初中英语写作的教学有效性研究

发布时间：2018-02-26 17:27

本文关键词： 任务型教学教学有效性写作教学　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语写作一直被认为是英语课堂教学中最薄弱的一块。由于在真实课堂教学中写作花费了很多的时间,大部分的老师没有重视写作,也不愿意花费足够多的时间在写作教学上,所以学生的写作水平不能满足新课程标准的要求。因此,进一步探索英语写作教学法来指导英语写作教学是必不可少的。尽管已经做了很多有关任务型教学法的研究,然而将其运用到英语写作中却不常见的。虽然有些学者和专家已经从理论和实践上做过任务型英语写作教学的研究了,但是依然有一些问题需要被进一步解决,特别是任务型教学法有效性的问题。因此,本文继续着眼于任务型教学法应用于英语写作教学进行研究。任务型教学法是兴起于二十世纪八十年代的语言教学法,它强调在做中学。任务型教学法是一种在英语教学中以运用任务为计划和指导为核心单元的教学法。任务型教学法要遵循真实性原则、形式—功能原则、任务相关性和任务链原则、在做中学和脚手架原则。与此同时,判断任务型写作教学有效与否,有效写作原则也被运用于本论文之中。本文提出了三个需要被解决的问题:首先,任务型教学法能否提高学生的写作水平?其次,哪种形式的任务和活动在初中英语写作教学中相对来说是有效和有意义的?最后,任务型教学法能否提高学生的写作兴趣和激发他们去交流和合作?为了解决这三个问题,笔者在杭州市公益中学进行了教学实验。笔者选择两个平行班作为实验对象,其中一个班作为实验班,另一个班作为对照班。笔者在实验班进行了为期一个学期的任务型写作教学实验,通过实验前测试、实验后测试、采访和问卷调查,得到了一些结论。在SPSS软件的帮助下,将实验前分数和实验后分数进行对比,并且分析问卷调查和采访,可以发现在一个学期任务型英语写作教学实验之后,实验班比对照班在学生的写作水平、写作兴趣、合作交流的倾向性等各个方面取得了更好的学习结果。因此,笔者得出了任务型教学法可以提高初中学生的英语写作水平的结论。
[Abstract]:English writing has always been regarded as the weakest piece of English classroom teaching. Since writing in real classroom teaching takes a lot of time, most teachers do not pay attention to writing, nor do they want to spend enough time on writing teaching. Therefore, it is necessary to further explore English writing teaching methods to guide English writing teaching, although many researches have been done on task-based teaching methods. However, it is unusual to apply it to English writing. Although some scholars and experts have done theoretical and practical research on task-based English writing teaching, there are still some problems that need to be solved further. Especially the effectiveness of Task-based approach. Therefore, this thesis continues to focus on the application of Task-based approach to English writing teaching. Task-based approach is the language teaching method that emerged in 1980s. It emphasizes that the task-based teaching method is a kind of teaching method in which the use of task is the core unit of planning and guidance in English teaching. The task-based teaching method should follow the principle of authenticity and form-function. Task relevance and task chain principles, in doing learning and scaffolding principles. At the same time, to judge the effectiveness of task-based writing teaching, The principle of effective writing is also applied in this paper. This paper raises three problems to be solved: first, can task-based teaching method improve students' writing level? Secondly, what forms of tasks and activities are relatively effective and meaningful in junior high school English writing teaching? Finally, can Task-based approach enhance students' interest in writing and inspire them to communicate and cooperate? In order to solve these three problems, the author conducted a teaching experiment in Hangzhou Public Welfare Middle School. The author chose two parallel classes as the experimental objects, one of them as the experimental class. The other class was used as a control class. The author conducted a one-semester task-based writing teaching experiment in the experimental class. Some conclusions were obtained through pre-experiment test, post-experiment test, interview and questionnaire survey. With the help of SPSS software, some conclusions were obtained. By comparing the scores before and after the experiment, and analyzing the questionnaire and interviews, we can find that after a semester of Task-based English writing teaching experiment, the students' writing level and interest in the experimental class are higher than those in the control class. Therefore, the author draws the conclusion that task-based teaching method can improve the students' English writing ability in junior high school.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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