支架教学指导下的初中英语写作教学研究

发布时间：2018-05-21 01:36

本文选题：支架教学 + 英语写作教学模式　；参考：《曲阜师范大学》2015年硕士论文

【摘要】：支架教学遵循以学生为中心的教学理念,强调通过搭建支架,建立真实情境等来引导学生对知识进行自我构建,以此提高学生的学习能力和学习兴趣,并有效实现教和学的互动。本文回顾了有关支架教学的相关研究,其研究表明,支架教学在国外的发展已日渐成熟,国内学者也在逐步进行相关理论和实证研究,但针对初中生英语写作的实证研究相对较少,研究角度大部分针对学生写作成绩,师生角色的研究和课堂模式的规划相对缺乏。为此,在该教学的启发下,针对初中生英语写作现状和课程需要,本文探讨了如何以支架教学为基础,构建适合初中生的写作教学的课堂模式,并试图从学生写作成绩,兴趣和方法,以及师生角色三个方面探讨该教学方法对初中生英语写作的影响。本文旨在采用定性和定量相结合的方法,分析支架教学在英语写作教学中运用。实验对象来自潍坊市临朐县某初级中学两个平行班的学生,同时授课8个周。两个班级被随机抽选为控制班和实验班。控制班采用传统的写作教学方法,在实验班采用基于支架教学的课堂模式。研究前后,在两个班级进行了测试,并对实验班进行了问卷调查。数据来自问卷调查和测试,并用SPSS(16.0)软件进行了分析和处理。通过数据分析,实验班和控制班的学生成绩差异显著(P0.05);学生在写作兴趣和方法方面有很大提高;老师和学生的的关系也有了明显的变化。因此,本研究的结论具体表现为:第一,与传统写作教学相比,以支架教学为基础的写作教学适合于初中写作教学并能有效地提高学生的写作成绩。第二,学生在英语写作方面表现得更有自信心并且能够积极列提纲、进行自我修改和同伴修改等。第三,通过交流质量和课堂氛围来看,取代以教师为中心的课堂模式,老师成为学生学习的促进者而不是灌输者,并为学生提供合理及时的支架支持;并且学生有更多的机会表达自己的想法、能够积极跟同学和老师交流自己的作文和学习;取代单一的课堂模式,活越的课堂气氛为学生提供了有效的学习和写作环境。本论文回顾相应的理论基础,并进行了实证研究,探讨了以支架教学为基础的写作教学的课堂模式,注重写作任务和学生所使用教材的融合,并从师生角色的变化探讨了该教学方法对写作的影响,因此在研究角度和内容方面有一定创新。该研究仍存在一定的不足,但其教学效果明显。希望本文能够促进更多的学者对支架教学的相关运用进行更深入的探讨。
[Abstract]:Scaffolding teaching follows the concept of student-centered teaching. It emphasizes that students should be guided to construct their own knowledge by building scaffolding and real situation, so as to improve students' learning ability and interest. And effectively realize the interaction between teaching and learning. This paper reviews the related research on scaffolding teaching. The research shows that the development of scaffolding teaching in foreign countries has become more and more mature, and domestic scholars are gradually carrying out relevant theoretical and empirical research. However, there are relatively few empirical studies on junior high school students' English writing, most of which focus on students' writing achievement, the role of teachers and students and the planning of classroom model. Therefore, under the inspiration of this teaching, aiming at the present situation and curriculum needs of junior high school students' English writing, this paper discusses how to construct a classroom model suitable for junior high school students' writing teaching on the basis of scaffolding teaching, and attempts to build a classroom model suitable for junior high school students' writing teaching. This paper discusses the influence of the teaching method on junior high school students' English writing from three aspects: interest and method, as well as the role of teachers and students. The purpose of this paper is to use qualitative and quantitative methods to analyze the application of scaffolding teaching in English writing teaching. The subjects were students from two parallel classes in a junior middle school in Linqu County of Weifang City and were taught for 8 weeks at the same time. Two classes were randomly selected as control class and experimental class. The control class adopts the traditional writing teaching method, and the experimental class adopts the scaffolding teaching mode. Before and after the study, two classes were tested, and the experimental class was investigated. The data were collected from questionnaire and tested, and analyzed and processed by SPSS software 16.0. Through the data analysis, there are significant differences between the experimental class and the control class, the students' interest and methods in writing have been greatly improved, and the relationship between teachers and students has changed obviously. Therefore, the conclusions of this study are as follows: first, compared with the traditional writing teaching, the writing teaching based on scaffolding teaching is suitable for junior high school writing teaching and can effectively improve students' writing performance. Second, students have more confidence in English writing and can actively outline, self-revision and peer modification. Thirdly, through the quality of communication and classroom atmosphere, instead of the teacher-centered classroom model, teachers become the promoters rather than the indoctrinators of students' learning, and provide reasonable and timely support for students; And students have more opportunities to express their ideas, can actively communicate their composition and learning with students and teachers; instead of a single classroom model, the living classroom atmosphere for students to provide an effective learning and writing environment. This paper reviews the corresponding theoretical basis, and carries out empirical research, discusses the classroom model of writing teaching based on scaffolding teaching, pays attention to the integration of writing tasks and textbooks used by students. The influence of the teaching method on writing is discussed from the change of teachers and students' roles, so there are some innovations in the research angle and content. The research still has some shortcomings, but its teaching effect is obvious. I hope this paper can promote more scholars to explore the application of scaffolding teaching.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】