支架式教学对高中英语写作的影响

发布时间：2018-09-09 08:22

【摘要】：基于建构主义的支架式教学,源于维果茨基的“最近发展区”理论。它是在以学生为中心的教育背景下提出,通过为学生搭建合理的概念框架,帮助学生逐步独立探索,最终实现对所学知识的意义建构。本研究将支架式教学模式应用于中学英语写作教学实践,以期改变高中英语写作教学的现状。本研究探讨以下研究问题：一是支架式教学模式对学生英语写作的内容、结构和语言方面质量有什么影响?二是支架式教学模式对学生英语写作的兴趣、自信心和态度方面情感有什么影响?本研究的研究对象为邗江实验学校高二学生,其中两个班的学生参与了本次实验。实验前对两个班学生进行了前测,发现两个班的英语写作水平没有显著差异。两个班由同一位写作老师任教,控制班采用传统写作教学法,实验班采用支架式教学法。两个月后对两个班学生进行后测。前后测数据由英语写作教师和研究者共同收集。数据分析包括独立样本T检验和配对样本T检验,前者旨在发现实验后两个班是否存在差异,后者旨在比较出同一个班内前后测的差异。并且在实验结束后,在实验班做问卷调查用来获取支架式教学对学生英语写作情感的变化。本研究得出的主要结论如下：第一,与传统的教学法相比,支架式教学提高学生写作质量效果更好。在内容方面,实验班的平均值为25,控制班平均值为22.34。独立样本T检验表明,两个班在.001上存在显著差异。这可能是因为在写作过程中大量的互动讨论和交流会帮助学生激发更多的写作思路,这可能会使他们的写作内容丰富多彩。在结构方面,实验班平均值为26.26,控制班平均值为24.53。独立样本T检验表明,两个班在.01上存在显著差异。这可能是因为实验班学生注重文章的段落结构和句子间的逻辑关系。在语言方面,实验班平均值为33,控制班平均值为32。虽然实验班的成绩好于控制班,但两者之间没有显著差异,部分原因是实验班学生在自主探索和合作学习中在语言方面没有给予足够的重视。第二,实验班学生对于支架式教学在写作中的应用持积极肯定的态度。在兴趣方面,实验班100%的学生赞同和十分赞同对写作情境的设置感兴趣。90.2%的学生赞同和十分赞同对写作过程中的合作探究感兴趣。80.6%的学生赞同和十分赞同对写作“问题支架”的搭建感兴趣。在自信心方面,实验班83.8%的学生赞同和十分赞同对写作“内容”有自信心。93.5%的学生赞同和十分赞同对写作“结构”有自信心。87%的学生赞同和十分赞同对写作“语言”有自信心。在态度方面,实验班93.5%的学生赞同和十分赞同在写作教学过程中搭建“问题支架”有利于拓展思维。96.8%的学生赞同和十分赞同在写作教学过程中搭建“写作策略支架”有利于提高写作能力。96.8%的学生赞同和十分赞同采取“头脑风暴”有利于拓展词汇量。93.5%的学生赞同和十分赞同采取小组讨论的方式有利于提高英语写作学习的效果。并且,学生在表达自己的观点后得到教师的鼓励,渐渐地对支架式教学持积极态度。本研究给我们的启示是：第一,教师应鼓励学生自己建构知识,教师在学生建构过程中为其提供帮助。随着研究的深入,学生自己能够完成任务时,教师会及时撤回脚手架。第二,教师在设计支架活动时,一定要根据学生已有的知识结构、能力水平等,设计出符合学生实际水平的、符合“最邻近发展区”要求的支架活动。另外,要根据课堂内的动态生成情况,适时调整支架,使之更有效。第三,教师要重视学生的反馈。学生能通过交换作文发现别人的优点和缺点,对提高学生写作能力有好处。
[Abstract]:The Scaffolding Teaching Based on Constructivism originates from Vygotsky's "zone of proximal development" theory. It is proposed in the context of student-centered education to help students gradually explore independently by building a reasonable conceptual framework for students and ultimately realize the meaning construction of the knowledge they have learned. This study explores the following issues: first, how does Scaffolding Teaching affect the content, structure and language quality of students'English writing? Second, how does Scaffolding Teaching affect students' interest, self-confidence and attitude in English writing The subjects of this study are Senior 2 students of Yongjiang Experimental School. Two classes of students participated in the experiment. Before the experiment, the students of the two classes were tested and no significant difference was found in their English writing proficiency. Scaffolding teaching method was adopted in the experimental class. The two classes were tested two months later. The data were collected by both English writing teachers and researchers. The data analysis included independent sample T test and paired sample T test. The former was designed to find out whether there were differences between the two classes after the experiment and the latter was designed to compare the pre-test and post-test in the same class. At the end of the experiment, a questionnaire was conducted to investigate the effect of Scaffolding Teaching on students'writing emotion. The main conclusions of this study are as follows: Firstly, compared with traditional teaching methods, Scaffolding Teaching is more effective in improving students' writing quality. Independent sample T test showed that there was a significant difference between the two classes in. 001. This may be due to the large number of interactive discussions and exchanges during the writing process to help students stimulate more writing ideas, which may make their writing content rich and colorful. Independent sample T test showed that there was a significant difference between the two classes at. 01. This may be due to the fact that the students in the experimental class paid attention to the logical relationship between paragraph structure and sentences. Part of the reason for the difference is that the students in the experimental class do not pay enough attention to the language in their independent exploration and cooperative learning. Second, the students in the experimental class have a positive attitude towards the application of Scaffolding Teaching in writing. 0.2% of the students agreed and strongly agreed that they were interested in cooperative inquiry in the process of writing. In terms of attitude, 93.5% of the students in the experimental class agreed and strongly agreed that the construction of a "problem framework" in the process of writing teaching was conducive to broadening their thinking. 96.8% of the students agreed and strongly agreed with the construction of a "writing strategy" in the process of writing teaching. 96.8% of the students agreed that "brainstorming" was good for enlarging their vocabulary. 93.5% of the students agreed that group discussion was good for improving the effect of English writing. First, teachers should encourage students to construct their own knowledge, and teachers should help them in the process of students'construction. With the deepening of the study, when students can complete their own tasks, teachers will withdraw the scaffolding in time. Second, teachers must design scaffolding activities. According to the students'existing knowledge structure and ability level, we should design scaffolding activities that meet the students' actual level and the requirements of the "nearest neighborhood development zone". In addition, we should adjust the scaffolding timely to make it more effective according to the dynamic generation in the classroom. Third, teachers should pay attention to students'feedback. Students can find differences by exchanging compositions. The advantages and disadvantages of people are good for improving students' writing ability.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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