一项以使用听写重构法来提高高中生概要写作的有效性研究
发布时间：2020-12-05 07:00
自从2016年新高考将摘要写作选为新题型后,针对摘要写作本身特点和教学的讨论受到了越来越多的关注。为了提高高中学生概要写作能力,一种新的教学活动“听写重构法”被应用于概要写作课堂,以此提高教学效率和学生的学习兴趣。虽然听写重构法被证实其在听力教学的有效性,但却鲜有人应用于概要写作。因此,笔者做了其文献综述来总结前人对此的研究成果,总结出听写重构法的特点以及它和概要写作之间的联系,为后来的实验打下理论基础。本研究提出了三个研究问题,研究在杭州某高中展开,96名高二学生参加了为期三个月的实验。问题如下:1.听写重构法能否提升高中生概要写作水平,如果能,会从多大程度上?2.听写重构法能从哪些方面提高高中生概要写作水平?3.学生和老师对听写重构法应用于概要写作课堂持怎样的态度?经过对前测和后测数据的认真分析,得出以下结论:相较于传统教学法,听写重构法能够更有效地提高高中生的概要写作能力,并且在概要写作的四个方面(内容、形式、连贯性、创造性)都有较大提升。最后通过调查问卷得出大部分的学生对听写重构法持积极态度并且希望其能够应用在将来的教学中,这也证明学生对听写重构法有着浓厚的兴趣,这无疑会提升教...
【文章来源】：杭州师范大学浙江省
【文章页数】：75 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 The Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Researches into Summary Writing
2.1.1 The Importance and Definition
2.1.2 The Requirements and Procedures
2.1.3 Researches on Summary Writing Teaching at Home and Abroad
2.1.3.1 Researches Abroad
2.1.3.2 Researches at Home
2.2 Researches into Dictogloss
2.2.1 The Definition and Procedures of Dictogloss
2.2.2 The Theoretical Basis of Dictogloss
2.2.2.1 Input, Interaction and Output in SLA
2.2.2.2 Task-based Language Teaching
2.2.2.3 Cooperative Language Learning
2.2.3 Features of Dictogloss
2.2.4 Researches on Dictogloss at Home and Abroad
2.2.4.1 Researches Abroad
2.2.4.2 Researches at Home
2.3 A Comparison between Dictogloss and Summary Writing
2.3.1 Similarities
2.3.2 Differences
CHAPTER THREE METHODOLOGY
3.1 Research Objectives
3.2 Research Questions
3.3 Research Design
3.3.1 Participants
3.3.2 Instruments
3.3.2.1 Test
3.3.2.2 Questionnaire
3.3.2.3 Interview
3.3.3 Data Treatment
3.3.4 Materials
3.3.5 Procedures of the Experiment
3.3.5.1 Teaching Procedures in the Controlled Class
3.3.5.2 Teaching Procedures in the Experimental Class
CHAPTER FOUR ANALYSIS AND DISCUSSION
4.1 Results of the First Research Question
4.1.1 Analysis of the Pre-test
4.1.2 Analysis of the Post-test
4.2 Results of the Second Research Question
4.2.1 Analysis of the Pre-test
4.2.2 Analysis of the Post-test
4.3 Results of the Third Research Question
4.4 Results from Interviews
4.5 Discussions
4.5.1 Discussion on the First Research Question
4.5.2 Discussion on the Second Research Question
4.5.3 Discussion on the Third Research Question
4.5.4 Discussion on the Interviews
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
References
APPENDICES
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]基于教材培养高中生英语写作能力的策略——以人教版高中《英语》为例[J]. 由纲要. 英语教师. 2017(08)
[2]中学生英语概要写作研究:问题与对策[J]. 金怡. 外语测试与教学. 2016(04)
[3]英语新高考题型概要写作之我见[J]. 杨瑜润,虞炯. 教育现代化. 2016(23)
[4]高中英语“建构式概要写作课堂模式”的尝试[J]. 朱旭峰. 英语教师. 2016(10)
[5]整体听写:一种语言形式与语言意义并重的英语教学方法[J]. 江晓宇. 吉林省教育学院学报(上旬). 2012(06)
[6]Developing Note-taking and Summary Writing as a Listening Test Method[J]. 丁丽宏. 海外英语. 2012(05)
[7]整体听写活动对培养交际策略的作用(英文)[J]. 梁红梅. Teaching English in China. 2009(05)
[8]基于二语习得理论的英语语法教学探讨[J]. 刘向红. 湖南科技学院学报. 2007(12)
[9]整体听写活动在大学英语教学中的有效运用[J]. 何湘平. 长沙大学学报. 2007(06)
[10]外语教学“听记法”的理论探索[J]. 裘广宇,邱立中. 宁波职业技术学院学报. 2005(06)
本文编号：2899076
【文章来源】：杭州师范大学浙江省
【文章页数】：75 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 The Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Researches into Summary Writing
2.1.1 The Importance and Definition
2.1.2 The Requirements and Procedures
2.1.3 Researches on Summary Writing Teaching at Home and Abroad
2.1.3.1 Researches Abroad
2.1.3.2 Researches at Home
2.2 Researches into Dictogloss
2.2.1 The Definition and Procedures of Dictogloss
2.2.2 The Theoretical Basis of Dictogloss
2.2.2.1 Input, Interaction and Output in SLA
2.2.2.2 Task-based Language Teaching
2.2.2.3 Cooperative Language Learning
2.2.3 Features of Dictogloss
2.2.4 Researches on Dictogloss at Home and Abroad
2.2.4.1 Researches Abroad
2.2.4.2 Researches at Home
2.3 A Comparison between Dictogloss and Summary Writing
2.3.1 Similarities
2.3.2 Differences
CHAPTER THREE METHODOLOGY
3.1 Research Objectives
3.2 Research Questions
3.3 Research Design
3.3.1 Participants
3.3.2 Instruments
3.3.2.1 Test
3.3.2.2 Questionnaire
3.3.2.3 Interview
3.3.3 Data Treatment
3.3.4 Materials
3.3.5 Procedures of the Experiment
3.3.5.1 Teaching Procedures in the Controlled Class
3.3.5.2 Teaching Procedures in the Experimental Class
CHAPTER FOUR ANALYSIS AND DISCUSSION
4.1 Results of the First Research Question
4.1.1 Analysis of the Pre-test
4.1.2 Analysis of the Post-test
4.2 Results of the Second Research Question
4.2.1 Analysis of the Pre-test
4.2.2 Analysis of the Post-test
4.3 Results of the Third Research Question
4.4 Results from Interviews
4.5 Discussions
4.5.1 Discussion on the First Research Question
4.5.2 Discussion on the Second Research Question
4.5.3 Discussion on the Third Research Question
4.5.4 Discussion on the Interviews
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
References
APPENDICES
ACKNOWLEDGEMENTS
【参考文献】：
期刊论文
[1]基于教材培养高中生英语写作能力的策略——以人教版高中《英语》为例[J]. 由纲要. 英语教师. 2017(08)
[2]中学生英语概要写作研究:问题与对策[J]. 金怡. 外语测试与教学. 2016(04)
[3]英语新高考题型概要写作之我见[J]. 杨瑜润,虞炯. 教育现代化. 2016(23)
[4]高中英语“建构式概要写作课堂模式”的尝试[J]. 朱旭峰. 英语教师. 2016(10)
[5]整体听写:一种语言形式与语言意义并重的英语教学方法[J]. 江晓宇. 吉林省教育学院学报(上旬). 2012(06)
[6]Developing Note-taking and Summary Writing as a Listening Test Method[J]. 丁丽宏. 海外英语. 2012(05)
[7]整体听写活动对培养交际策略的作用(英文)[J]. 梁红梅. Teaching English in China. 2009(05)
[8]基于二语习得理论的英语语法教学探讨[J]. 刘向红. 湖南科技学院学报. 2007(12)
[9]整体听写活动在大学英语教学中的有效运用[J]. 何湘平. 长沙大学学报. 2007(06)
[10]外语教学“听记法”的理论探索[J]. 裘广宇,邱立中. 宁波职业技术学院学报. 2005(06)
本文编号：2899076
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