建构主义视域下的高中英语写作教学研究

发布时间：2018-07-02 11:43

本文选题：建构主义 + 英语写作　；参考：《洛阳师范学院》2015年硕士论文

【摘要】：依据《普通高中英语课程标准》，高中英语教学要着重培养学生的语言综合运用能力,而写作能力是语言综合运用能力的重要部分。在高中英语各类考试中，写作占到总分的六分之一，因此，英语写作教学理应受到重视。然而本研究通过调查发现，在高中阶段老师和学生虽然能够意识到写作的重要性，但基本围绕高考需要进行突击训练，系统的写作教学没有得到足够的重视。针对这个问题,本文以建构主义理论为依据,通过在洛阳市第一高级中学高一部分学生中进行写作实验,旨在探讨建构主义理论对高中英语写作教学的影响,寻求提高学生书面表达能力的有效途径。首先，本研究介绍了以学生为中心的建构主义教学理论，其核心观点是：（1）知识是主动建构的，而不是从外界被动吸收的，强调学生对知识的主动探索；（2）个体是通过先前的经验总结，重新建构新的认知结构，而不是去发现独立于他们头脑之外的知识世界；（3）建构主义强调的“情境”、“协作”和“会话”这些学习环境中的要素对于高中英语写作教学有着积极影响。其次，本研究分析了传统的高中英语写作教学方法以及这些方法存在的问题，并将建构主义理论指导下的高中英语写作教学策略：即创设情境—呈现要求—独立思考—小组讨论—独立写作—合作互评—教师批改—反思学习，运用到高中写作教学实验中。实验分三个步骤：（1）前测和问卷调查。为了了解学生在实验前写作水平是否相同，本研究将第一次月考成绩作为实验前测,同时，对学生进行了问卷调查以了解他们的写作态度；（2）教学实验。本实验选取了九、十两个自然班为对象，其中九班为实验班采用建构主义理论指导下的写作策略进行教学，，十班为控制班进行传统的写作教学；（3）实验后测、问卷调查和访谈。为了验证建构主义理论指导下的写作策略是否有效，对本学期的期末成绩进行统计，作为实验后测。并通过调查和访谈了解学生实验后的写作兴趣和态度。通过数据分析，本研究得出以下结论：（1）建构主义理论指下的写作策略能够帮助学生提高写作成绩，受训班级成绩明显好于非受训班级；（2）建构主义理论指导下的合作学习有助于激发高中生的写作兴趣；（3）建构主义理论指导下的合作学习能够发展学生们的交际能力和思维能力。最后，本研究指出了建构主义理论指导下的写作教学策略在实施过程中的局限性并对教师和学生提出了一些建议：教师在课前应为创设写作情境做好准备，充分利用好网络、教材等资源,以激发学生们的写作兴趣；学生应学会主动探索，并积极与同伴合作学习。
[Abstract]:Based on the theory of constructionism , this paper attempts to probe into the influence of constructivist theory on the teaching of high school English writing and to find an effective way to improve the writing ability of students .

Firstly , this paper introduces the theory of constructivist teaching centered on students . The core idea is : ( 1 ) Knowledge is actively constructed , not passively absorbed from the outside world , emphasizes the students ' initiative exploration of knowledge ;
( 2 ) The individual is to reconstruct the new cognitive structure through the previous experience , not to discover the knowledge world independent of their minds ;
( 3 ) The " situation " , " collaboration " and " conversation " emphasized by the constructivist doctrine have a positive impact on the teaching of high school English writing .

Secondly , this paper analyses the traditional teaching methods of high school English and the problems existing in these methods , and puts forward the teaching strategies of high school English writing under the guidance of constructivist theory .
( 2 ) Teaching experiment . Nine and ten natural classes are selected as the object , in which nine classes are used as experimental classes to teach the writing strategy under the guidance of constructivist theory , and ten classes are traditional writing teaching for the control class ;
( 3 ) Post - test , questionnaire and interview . To verify whether the writing strategy under the guidance of constructivist theory is effective , the final grade of this semester is counted as the post - experiment test , and the writing interest and attitude after the students ' experiment are understood through investigation and interview .

Based on the data analysis , the following conclusions are drawn : ( 1 ) The writing strategy under the theory of constructivist theory can help students improve their writing scores , and the results of the classes are obviously better than those of non - trained classes ;
( 2 ) Cooperative learning under the guidance of constructivist theory can help stimulate the writing interest of high school students ;
( 3 ) Cooperative learning under the guidance of constructivist theory can develop students ' communicative competence and thinking ability .

Finally , this paper points out the limitations of the writing teaching strategy under the guidance of constructivist theory and puts forward some suggestions to teachers and students : the teacher should prepare for the creation of writing situation before class , make full use of the resources such as good network , teaching material and so on , so as to stimulate students ' writing interest ;
Students should learn to explore actively and actively cooperate with peers .
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】