过程写作法在高中写作课程中应用的研究

发布时间：2018-03-05 22:27

本文选题：过程写作法　切入点：英语写作　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在日常交际中至关重要的写作能力,当然可以帮助学生在某一种语言的学习中养成流畅并准确表达观点的能力,促进语言知识的吸收。在过去的几十年多里,国内外对如何进行英语写作教学的争论日趋白热化。然而在探索有效的高中英语写作教学的模式上,大部分研究仍然以介绍经验和理论为主,在实践基础上开展的实证研究的并不多。与经常使用的传统的英语写作教学法——结果写作教学法(the Product-focused Approach)作比较,过程法英语写作教学的优点在哪里?中国的高中英语写作课堂合适是否可以应用此方法?又该怎样高效且顺畅地的实施这些具体的操作?这些亟需解决的问题只有通过在实践的基础上进行实验研究来得到答案。本论文系统探讨了英语过程写作法产生的理论基础、背景、主要特征以及阶段划分,科学分析了过程写作法并进行了实证研究,从而找到一个科学的、有实践意义的行之有效的教学方法来提高高中学生英语写作水平。首先,本论文阐述了过程写作法的概念及其实质,对支持过程写作法的文献及理论研究进行回顾,并提出了过程写作教学法的本质特征及相应的写作阶段划分。然后,本论文对当前高中英语写作教学现状进行探究分析,对高三年级学生的写作实际情况做了问卷调查并对其结果进行统计。结果显示,当前高中英语写作教学模式存在诸多弊端,改革势在必行必；而在理论层面,将过程写作法实施于高中英语作文教学是可行的,其有效性还要通过实践进行验证。其次,笔者根据本班学生的当前实际作文水平,开展了一次为期五个月的教学实验。在本次教学实验中笔者将过程写作法贯穿于英语作文教学活动的始终,层层递进设计教学活动,对学生提出具体的要求,并为学生更多地提供写作练习和操练的机会,比如,研究性学习、周记、自由作文、接力作文、写小结、英语戏剧等,目的在于鼓励学生多写。通过让学生了解并掌握写作与背诵相合、写作与复习相结合,最终发展为合作写作和独立写作等多种形式,从而将过程写作法原理运用于高中英语写作课堂。试验后,通过对学生进行过程写作练习前后的写作成绩数据及写作现状调查问卷的对比分析之后,笔者得出以下结论：过程写作实践操作性强,它有利于增强学生英语作文学习的信心和兴趣,培养和增强学生英语写作能力,进而促进其综合英语水平的提高。最后,笔者提出对实验的过程及不足之处进行了思考,倡导将过程写作法在高中英语作文教学中灵活应用,从而达到改进英语写作教学的现状并提高教学有效性。
[Abstract]:Writing skills, which are crucial in everyday communication, can of course help students develop the ability to express their opinions fluently and accurately in the course of learning a language, and facilitate the absorption of language knowledge. There is a growing debate at home and abroad on how to teach English writing. However, in order to explore an effective model of English writing teaching in senior high schools, most of the studies still focus on the introduction of experience and theory. There are few empirical studies conducted on the basis of practice. Compared with the Product-focused approach, which is often used in traditional English writing teaching, what are the advantages of process-based English writing teaching? Is it appropriate to apply this method in senior high school English writing classes in China? And how to implement these specific operations efficiently and smoothly? These urgent problems need to be solved only through experimental research on the basis of practice. This thesis systematically discusses the theoretical basis, background, main characteristics and stages of the generation of the English process writing method. This paper analyzes the process writing method and makes an empirical study to find a scientific and practical effective teaching method to improve the English writing level of senior high school students. This paper expounds the concept and essence of process writing, reviews the literature and theoretical research supporting process writing, and puts forward the essential characteristics of process writing teaching method and the corresponding writing stages. This thesis makes an inquiry into the present situation of English writing teaching in senior high schools, and makes a questionnaire survey on the actual writing situation of senior three students and makes statistics on the results. The results show that there are many drawbacks in the current teaching mode of English writing in senior high schools. At the theoretical level, it is feasible to carry out the process writing method in senior high school English composition teaching, and its validity must be verified by practice. A five-month teaching experiment was carried out. In this teaching experiment, the author used the process writing method throughout the English composition teaching activities to design the teaching activities step by step, and put forward specific requirements to the students. And provide more opportunities for students to practice and practice writing, such as research study, weekly notes, free composition, relay composition, summary writing, English drama, etc. The purpose is to encourage students to write more. By making students understand and master the combination of writing and recitation, and combining writing with review, the students will eventually develop into cooperative writing and independent writing. Then the principle of process writing is applied to the English writing classroom in senior high school. After the experiment, the author makes a comparative analysis of the students' writing achievement data before and after the process writing practice and the questionnaire on the present situation of writing. The author draws the following conclusions: the practical practice of process writing is very operational, which is helpful to enhance students' confidence and interest in English composition learning, to cultivate and enhance students' English writing ability, and to promote their comprehensive English proficiency. The author puts forward some thoughts on the process and deficiency of the experiment and advocates the flexible application of the process writing method in senior high school English composition teaching so as to improve the present situation of English writing teaching and improve the teaching effectiveness.
【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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