基于支架理论的初中英语写作教学实证研究

发布时间：2018-06-29 02:37

本文选题：支架教学法 + 写作教学　；参考：《杭州师范大学》2015年硕士论文

【摘要】：随着社会的逐步发展和国际交流的日益频繁,英语在人们的生活中占据越来越重要的地位。对于广大初中生来说,学好英语也是至关重要的。而作为交际能力和综合技能的重要体现,写作在英语教学中占据重要地位。然而学生的写作成绩却不容乐观,写作教学也没有受到应有的重视。事实上,传统的写作教学方法中存在的大量弊端抹煞了学生的写作兴趣,抑制了学生的写作才能。此外,一些教师甚至把作文题目直接抛给学生,而不进行适当的教学和指导。作为一种有效的英语教学法,支架教学法可通过形式多样的活动帮助学习者建立起对学习任务更深入的认知。针对此现状,本文将采用支架式教学法,通过搭建支架、情景教学、独立探索、合作学习和效果评价五个步骤对初中生进行英语写作教学。本文试图探讨支架式教学法对学生写作能力、写作兴趣以及小组合作意识的提高是否有其影响。通过为期五个月的教学实验以及对实验数据的分析,笔者发现支架式教学法有助于学生提高写作成绩,激发写作兴趣和写作热情,同时以小组合作的形式进行写作教学,有利于提高学生的合作意识。当然,由于时间、学生个体差异等多个因素的限制,本次研究存在着一些不足,仍需加以改进。笔者也希望本次实证研究能为支架式教学以及写作教学的发展和完善提供一些参考。
[Abstract]:With the development of society and the increasing frequency of international communication, English plays a more and more important role in people's life. For the majority of junior high school students, learning English is also very important. As an important embodiment of communicative competence and comprehensive skills, writing plays an important role in English teaching. However, students' writing achievement is not optimistic, writing teaching has not received due attention. In fact, there are a lot of defects in the traditional writing teaching methods, which obliterate students' interest in writing and inhibit their writing ability. In addition, some teachers even put the composition topic directly to the students, without proper teaching and guidance. As an effective English teaching method, scaffolding teaching method can help learners establish a deeper understanding of their learning tasks through various activities. In view of this situation, this paper will adopt the scaffolding teaching method, through the construction of scaffolding, situational teaching, independent exploration, cooperative learning and effect evaluation of junior high school students in English writing teaching. This paper attempts to explore whether the scaffolding teaching method has influence on students' writing ability, writing interest and group cooperation consciousness. Through a five-month teaching experiment and the analysis of the experimental data, the author finds that the scaffolding teaching method can help students improve their writing performance, stimulate their writing interest and enthusiasm, and carry out writing teaching in the form of group cooperation. It is helpful to improve the students' consciousness of cooperation. Of course, due to time, individual differences and other factors, there are some shortcomings in this study, still need to be improved. The author also hopes that this empirical study can provide some references for the development and perfection of scaffolding teaching and writing teaching.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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