以读促写在高二英语课堂教学中的实证研究

发布时间：2018-05-10 15:53

本文选题：以读促写 + 高中英语教学　；参考：《南京师范大学》2015年硕士论文

【摘要】：作为听、说、读、写四项技能之一,英语写作是高中英语教学中不可或缺的组成部分,其重要性再怎么强调也不为过。然而,高中生英语写作状况让人担忧。为了摆脱目前的困境,国内外许多专家提出读写结合,并进行了一系列的相关研究。但大多数的研究对象是大学生,关注高中生读写结合的实证研究不多。本论文,以Krashen的可理解性输入与Swain的可理解性输出理论为依据,从实证的角度探讨以下两个问题：1、以读促写教学运用于高二英语课堂教学对学生的英语写作产生什么样的影响?2、学生对待以读促写教学持什么态度?本次研究以沭阳高级中学高二的两个平行班为实验对象,一个设为实验班,另一个为对照班,进行一个学期的教学实验。实验期间,实验班与对照班使用同一教材,不同的是实验班采用以读促写教学,而对照班则采用传统教学模式。通过前测、后测、问卷调查方法来研究以读促写对高二学生写作产生什么样的影响。所收集到的原始数据通过SPSS系统进行分析,研究结果表明：1、实验班作文整体成绩较前测提高了2.3分,而对照班提高幅度不大。另外,实验班学生的作文在篇章结构、语言的连贯性、新词汇的使用、语言的复杂性及语言的准确性五个方面也有显著提升。此结果表明以读促写是提高高中生英语写作的有效途径。2、问卷调查数据表明90%的学生对以读促写教学持肯定态度,认为以读促写增强了写作自信,他们对写作不再感到焦虑。本次研究对高中英语写作教学的启示是：1、高中英语课堂教学不应为读而读、为写而写,而应读写结合,以读促写。2、以读促写过程中,教师应充分挖掘教材文本,给学生足够的可理解性输入,为写作搭建好支架。
[Abstract]:As one of the four skills of listening, speaking, reading and writing, English writing is an indispensable part of high school English teaching, and its importance cannot be overemphasized. However, the situation of high school students writing English is worrying. In order to get rid of the current predicament, many experts at home and abroad proposed the combination of reading and writing, and carried out a series of related studies. However, most of the research objects are college students, and there are few empirical studies focusing on the combination of high school students' reading and writing. This paper is based on the theory of comprehensible input of Krashen and comprehensible output of Swain. From an empirical point of view, this paper discusses the following two questions: 1. What is the impact of the application of reading and writing teaching in senior 2 English classroom teaching on students' English writing? 2. What is the attitude of the students towards the teaching of reading and writing? This research takes two parallel classes in Shuyang Senior Middle School as the experimental object, one as the experimental class and the other as the control class, and carries on the teaching experiment for a semester. During the experiment, the experimental class and the control class use the same teaching material, the difference is that the experimental class adopts the teaching of reading and writing, while the control class adopts the traditional teaching mode. By means of pre-test, post-test and questionnaire, this paper studies the influence of reading and writing on senior 2 students' writing. The original data collected were analyzed by SPSS system. The results showed that the overall score of composition of the experimental class was 2.3 points higher than that of the pre-test, but the improvement of the control class was not significant. In addition, the composition of the experimental class also has significant improvement in five aspects: text structure, language coherence, the use of new vocabulary, language complexity and language accuracy. The results show that reading and writing is an effective way to improve senior high school students' English writing. The questionnaire survey shows that 90% of the students have a positive attitude towards reading and writing teaching, and think that reading promotes writing enhances their writing confidence, and they no longer feel anxious about writing. The enlightenment of this study to the teaching of English writing in senior high school is: 1. In the process of reading and promoting writing, teachers should fully excavate the text of the teaching material, instead of reading and writing, but should combine reading and writing, and promote the writing by reading, while teaching English in senior high school should not be read and read, but should be written for the sake of writing. Give students enough comprehensible input to build scaffolding for writing.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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