基于图式理论的以读促写模式在初中英语写作教学中的实证研究

发布时间：2021-11-25 11:33

　　2011版《义务教育英语课程标准》提出,语言技能是构成语言交际能力的重要部分。英语语言技能包括听、说、读、写四项技能,四者在语言学习过程中相辅相成。在初中英语中考中,阅读和写作占有很大的比重。然而,由于应试教育导向,课堂时间限制和教学任务繁重等影响,传统教学模式仍在英语写作教学中占主导地位,但已经无法有效提高学生的写作水平。从图式理论的角度来看,阅读与写作都包含了图式的激活过程。两者相互依赖,不可分割。阅读的图式输入铺垫有助于学生英语写作水平的提高。因此,为了有效提高学生的写作水平,探寻以读促写的教学模式是十分必要的。本研究旨在回答以下三个研究问题:1.初中生英语写作学习现状如何?2.如何在初中英语写作教学中运用以读促写模式?3.以读促写模式对于提高初中生英语写作水平的效果如何?笔者从一所初中抽取了两个初二平行班,共84名学生进行了对比实验。一个班级采用以读促写的教学模式,另一个班级采用传统英语读写分开的教学模式。通过4个月的实验,笔者分析了问卷、测试、访谈的数据,得出了以下结论。第一,在传统教学模式影响下,初中生将写作学习与阅读学习分离。第二,在初中进行的以读促写教学模式的具体步骤如... 

【文章来源】：杭州师范大学浙江省

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose and Research Questions
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review on Writing Teaching
        2.1.1 Definition of Writing
        2.1.2 Development of Writing Teaching Approach
            2.1.2.1 The Product Approach
            2.1.2.2 The Process Approach
            2.1.2.3 The Genre Approach
            2.1.2.4 Summary of the Three Approaches
    2.2 The Relationship between Reading and Writing
    2.3 The Reading-to-Write Approach
        2.3.1 Definition of the Reading-to-Write Approach
        2.3.2 Previous Studies Abroad
        2.3.3 Previous Studies in China
    2.4 Theoretical Foundations for the Reading-to-Write Approach
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Schema Theory
            2.4.3.1 Definition of Schema
            2.4.3.2 Classification of Schema
        2.4.4 Summary
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Participants of Students
        3.2.2 Participants of Teachers
    3.3 Research Materials
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Tests
        3.4.3 Interviews
    3.5 Research Procedures
        3.5.1 Pre-experiment Stage
        3.5.2 While-experiment Stage
        3.5.3 Post-experiment Stage
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 Results and Discussion of the Questionnaires
        4.1.1 Results and Discussion of the Pre-questionnaire
        4.1.2 Results and Discussion of the Post-questionnaire
    4.2 Results and Discussion of the Relationship between Reading and Writing
    4.3 Results and Discussion of the Tests
        4.3.1 Results and Discussion of the Pre-test
        4.3.2 Results and Discussion of the Post-test
        4.3.3 The Comparison between the Pre-test and Post-test
    4.4 Results and Discussion of the Interviews
        4.4.1 Results and Discussion of the Interview with Teachers
        4.4.2 Results and Discussion of the Interview with Students
CHAPTER FIVE CONCLUSION
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study
    5.4 Proposals for the Further Study
REFERENCES
中文参考文献
APPENDICES
    Appendix I (Teaching materials from PEP Go for it! Book 3)
    Appendix II (Writing topic of the pre-test)
    Appendix III (Writing topic of the post-test)
    Appendix IV (Grading criteria of writing)
    Appendix V (Pre-questionnaire)
    Appendix VI (Post-questionnaire)
    Appendix VII (Outline of the interview with teachers)
    Appendix VIII (Outline of the interview with students)
    Appendix IX (Writing scores in the pre-test and post-test)
    Appendix X (Samples of students’ compositions)
ACKNOWLEDGEMENTS


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硕士论文
[1]新课程背景下图式理论在高中英语写作教学中的应用研究[D]. 刘敬超.哈尔滨师范大学 2016



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