运用支架式教学提高高中生英语写作能力的研究

发布时间：2018-05-06 07:38

本文选题：支架式教学 + 写作教学　；参考：《华中师范大学》2015年硕士论文

【摘要】：语言是与人进行交流的工具,语言学习的目的则是培养学习者运用语言进行交际的能力。随着经济与文化的全球化,掌握英语已成为当今社会发展的必然趋势,英语交际能力在不同领域发挥着越来越重要的作用。用英语进行写作,是学习者运用英语语言表达思想,体现出他们掌握及驾驭英语的程度。在高中英语写作教学中,忽略了对学生综合运用英语的能力的培养,成为其教学中相对薄弱的环节,对高中写作教学的研究也比较有限。本文从两个方面对现在英语教学存在的问题进行分析,即：教师教的问题和学生写的问题。传统写作教学模式,因其缺少学习的语言环境和写作技巧的指导,使得教学内容枯燥,未能调动学生写作的积极性,因而学生写作潜能的挖掘受到阻碍,他们的写作能力得不到充分锻炼和提高。本论文拟就运用支架式教学理论于高中英语写作教学中,旨在探索其理论指导下的高中英语写作教学的有效性。在教学实践中,教师为学生搭建支架,减少其写作前的畏惧心理,提高学生动手写的积极性,最终达到提高其写作能力的目的。本论文在湖北省武汉市江夏区第一中学进行实验研究。拟验证下面两个问题：(1)较之传统的写作教学方法,支架式理论运用于写作教学,能否更有效的使学生的英语写作水平得以提高?(2)支架式教学模式较之传统的写作教学模式,能否有效调动学生的写作积极性,提高学生的写作兴趣及写作能力?本研究所选的受试对象是高二年级的两个理科平行班,每个班均为50名,其平均年龄是17岁。将支架教学方法运用于实验班的写作教学,而将传统的写作教学方法运用于对照班的写作教学。本研究在实验前和实验后分别进行了写作能力测试、问卷调查。经过为期10个月的实验研究,结果证实了实验前的假设,即支架式教学较之传统的写作教学模式,支架式教学指导下的高中写作教学,能有效调动学生写作的积极性,使学生的写作能力得到锻炼,从而使的他们的写作水平得以提高。在具体的操作过程中,开展教学实践有一定的难度,也存在一些问题。如：探究创设情境的有效性；支架帮助提供的最佳时机；激励学生进行讨论、合作学习时,采用何种评价方式最有效等。那么,我们教师在今后的实验研究中,将会面临这些新的课题,继续进行这些内容的具体的探索。
[Abstract]:Language is a tool for communicating with people, and the purpose of language learning is to develop learners' ability to communicate with each other. With the globalization of economy and culture, mastering English has become an inevitable trend of social development. English communicative competence is playing a more and more important role in different fields. Writing in English means that learners express their ideas in English language, reflecting their mastery and mastery of English. In the teaching of English writing in senior high school, the cultivation of students' comprehensive ability to use English has been neglected, which has become a relatively weak link in their teaching, and the research on the teaching of writing in senior high school is also relatively limited. This paper analyzes the existing problems in English teaching from two aspects, that is, teachers' problems and students' writing problems. The traditional writing teaching mode, because of its lack of learning language environment and the guidance of writing skills, makes the teaching content boring and fails to arouse the students' enthusiasm of writing. Their writing ability is not fully trained and improved. The purpose of this thesis is to explore the effectiveness of the teaching of high school English writing under the guidance of the theory. In teaching practice, teachers build scaffolding for students, reduce their fear before writing, improve the enthusiasm of students to write, and finally achieve the goal of improving their writing ability. This paper carries on the experimental research in the No. 1 Middle School of Jiangxia District, Wuhan City, Hubei Province. To verify the following two questions: 1) compared with the traditional writing teaching method, can the scaffolding theory be used in writing teaching more effectively to improve students' English writing proficiency?) the scaffolding teaching mode is more effective than the traditional writing teaching mode. Can we effectively arouse the students' writing enthusiasm and improve their writing interest and writing ability? The subjects in this study were two parallel science classes in grade two, each with 50 students, with an average age of 17 years. The frame teaching method is applied to the writing teaching in the experimental class, while the traditional writing teaching method is applied to the writing teaching in the control class. Before and after the experiment, writing ability tests and questionnaires were conducted in this study. After 10 months of experimental research, the results confirm the hypothesis that the scaffold teaching can effectively arouse the students' enthusiasm in writing, compared with the traditional writing teaching mode. Students can improve their writing ability by improving their writing ability. In the concrete operation process, it is difficult to carry out teaching practice, but there are also some problems. For example: to explore the effectiveness of situational creation; the best time the scaffold helps to provide; to stimulate students to discuss, cooperative learning, which evaluation method is the most effective and so on. So, our teachers will face these new topics in the future experimental research, and continue to explore these contents.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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