基于模因理论的背诵仿写教学法在高中英语写作教学中的实证研究

发布时间：2018-03-09 20:55

本文选题：模因理论　切入点：背诵仿写法　出处：《渤海大学》2015年硕士论文　论文类型：学位论文

【摘要】：本研究将模因理论引入高中英语写作教学中,目的在于探索基于模因理论的背诵仿写教学是否为一种有效高中英语写作教学的方法。为了探究基于模因理论的背诵仿写教学法是否有效,作者进行了16周的实验。实验从2014年9月持续到2015年1月。实验在本溪市第二高级中学高二年级23班和24班两个班级进行。两个班级一个为实验班一个为控制班。实验中,实验班采用基于模因理论的背诵仿写教学法,控制班采用传统教学法进行教学。研究采用的工具有调查问卷(2个)、写作测试(2个)。写作测试用于测验前后的学生的写作水平。根据实验班前测成绩,笔者讲实验班中写作成绩前十五名划分为高分组,写作成绩后十五名为低分组。实验问题如下。(1)基于模因理论的背诵仿写教学法能够改变学生对英语写作的态度吗?(2)基于模因理论的背诵仿写教学法能够提高学生的写作能力吗?(3)通过基于模因理论的背诵仿写教学法,哪个组的学生提高写作能力更多?实验得出的数据使用SPSS17.0软件分析,包括配对样本T检验和独立样本T检验。用配对样本T检验对同一班的前测成绩和后测成绩差异进行分析。用独立样T检验都对两个班成绩差异进行分析。。通过分析问卷调查,第一个实验问题的结论是基于模因理论的背诵仿写教学法能够改变学生对英语写作的态度。通过对前测后测成绩的分析,第二第三个实验问题的结论为:基于模因理论的背诵仿写教学法可以帮助学生能够提高写作能力;通过基于模因理论的背诵仿写教学法,低分组的学生提高成绩的幅度要大过高分组的学生。
[Abstract]:This study introduces the meme theory into English writing teaching in senior high school. The purpose of this paper is to explore whether the teaching of recitation parody writing based on meme theory is an effective method for teaching English writing in senior high school, and to explore whether the teaching method of recitation parody writing based on meme theory is effective. The experiment lasted from September 2014 to January 2015. The experiment was carried out in Class 23 and Class 24 of Grade two in Benxi second Senior Middle School. The two classes were one in the experimental class and the other in the control class. The experimental class adopted the method of memorizing and writing based on meme theory. The control class used traditional teaching methods. The tools used in the study were questionnaires (2 questionnaires, 2 writing tests). The writing test was used for students' writing level before and after the test. The author points out that the top 15 students in the experimental class are divided into high score groups and 15 low scores after writing scores. The experimental question is as follows: 1) can the memorization method based on meme theory change the students' attitude towards English writing? (2) can the method of memorizing and writing based on meme theory improve students' writing ability? (3) which group of students can improve their writing ability more through memorizing and writing teaching method based on meme theory? The data obtained from the experiment are analyzed by SPSS17.0 software. It includes paired sample T test and independent sample T test. Using paired sample T test to analyze the difference of pre-test and post-test scores in the same class. Using independent sample T-test to analyze the difference between the two classes. The conclusion of the first experiment is that memorization based on meme theory can change students' attitude towards English writing. The conclusion of the second and third experimental question is that the method of memorizing and writing based on meme theory can help students to improve their writing ability, and that the teaching method of reciting parody writing based on meme theory can help students improve their writing ability. The students in the lower group improved their grades more than the students in the high score group.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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