支架教学在高一英语写作教学的应用研究

发布时间：2018-04-30 16:47

本文选题：支架教学 + 高一　；参考：《四川师范大学》2015年硕士论文

【摘要】：作为考查语言能力的一项重要指标,英语写作在高中学习阶段是非常重要的。但目前而言,中学生的书面表达仍然存在很多问题,比如,语言错误、中文思维、结构混乱以及缺乏连接词等等。高一是初中和高中的衔接阶段,也是高中的基础阶段。这一阶段,学生所掌握的词汇和句法相对较少,如何有效的提高高一学生的英语写作水平一直困扰着任课老师和学生。近年来,支架教学法在教育领域得到了广泛的运用。支架式教学的理论基础是皮亚杰的建构主义理论和维果斯基的最近发展区理论。它通过为学生搭建一套恰当的概念框架,借助具体的学习情景,帮助学生独立探讨,实现对知识意义的建构。笔者试图通过以下三个研究问题来评估在高一英语写作教学中运用支架教学法的有效性。1.支架教学法能否提高高一学生的英语写作能力?2.如果能,它在哪些方面能够有效地提高学生的英语能力：内容,组织,语言,句子结构以及写作规范?3.支架教学法能不能提高高一学生的英语写作兴趣?对此,笔者就目前高一写作教学展开了研究。实验周期为12周。实验对象是由两个高一平行班的94名学生组成,其中16班被选作实验班,14被班被选作参照班。这两个班都由笔者进行教学。在实验班,笔者根据写作要求,通过各种活动为学生搭建支架。在参照班,采用成果教学法的写作方式。实验的基本方法是前测和前问卷调查,后测和后问卷调查以及访谈。通过对测试,问卷调查以及访谈的结果进行分析,本研究得出的结论是支架教学法不仅能够激发学生的写作兴趣,而且有助于提高学生的写作能力,特别是在内容,组织,句子结构以及语言方面。实验组的大多数学生对支架教学保持积极的态度, 并且愿意在今后的教学中继续使用该教学方法。
[Abstract]:As an important indicator of language proficiency, English writing is very important in high school. However, at present, there are still many problems in the written expression of middle school students, such as language errors, Chinese thinking, confusion of structure and lack of connectives and so on. Senior one is the connecting stage of junior high school and high school, but also the foundation stage of high school. At this stage, students have less vocabulary and syntax. How to effectively improve the English writing level of senior one students has been puzzling teachers and students. In recent years, scaffolding teaching method has been widely used in the field of education. The theoretical basis of scaffolding teaching is Piaget's constructivism theory and Vygoski's theory of proximal development zone. By setting up an appropriate conceptual framework for students, and with the help of specific learning situations, it helps students to explore independently and realize the construction of the meaning of knowledge. The author attempts to evaluate the effectiveness of the scaffolding approach in English writing teaching in Senior one through the following three research questions. Whether the scaffolding teaching method can improve the students' English writing ability? If so, what aspects of it can effectively improve students' English skills: content, organization, language, sentence structure and writing norms. Can the scaffolding teaching method enhance the students' interest in English writing? In this regard, the author of the current high school writing teaching launched a study. The experimental period was 12 weeks. The subjects were 94 students from two parallel classes of Senior one. Class 16 was selected as the experimental class and class 14 was selected as the reference class. Both classes are taught by the author. In the experimental class, according to the writing requirements, the author set up scaffolding for students through various activities. In the reference class, the result teaching method is used in writing. The basic methods of the experiment are pre-test and pre-questionnaire, post-test and post-questionnaire and interview. By analyzing the results of the tests, questionnaires and interviews, this study concludes that the scaffolding teaching method can not only stimulate students' writing interest, but also improve students' writing ability, especially in content and organization. Sentence structure and language. Most of the students in the experimental group maintain a positive attitude towards scaffolding teaching and are willing to continue to use this teaching method in the future teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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