思维导图在初中英语以读促写教学中的应用研究
发布时间：2022-08-23 23:11
写作能力的培养关系到中学生核心素养的发展,而英语写作一直是初中教与学的难点,新的写作教学模式亟需探索。通过文献梳理可以看出,以读促写通过有针对性的阅读来推动学生写作素材的积累,将理解和产出自然结合,有利于学生写作能力的培养。但如果这种教学模式使用不当,学生可能无法有效地理解阅读材料和准确地完成仿写、续写等写作任务。而思维导图作为一种可视化的思维工具,有利于克服在以读促写教学中遇到的困难,但是如何在以读促写教学中有效使用思维导图仍需进一步探索。为帮助初中英语教师在以读促写教学中有效地使用思维导图,本研究旨在调查思维导图在初中英语以读促写教学中的应用现状和问题、探索有效的改进措施,提出以下三个问题:1.思维导图在初中英语以读促写教学中的应用现状如何?2.初中英语教师在以读促写教学中是怎样应用思维导图的?3.思维导图在初中英语以读促写教学的应用过程中存在哪些问题?应采取哪些应对措施?本研究采用混合研究法,利用问卷调查、课堂观察和访谈收集数据,对思维导图在初中英语以读促写教学中的应用情况进行分析和讨论。研究结果表明:（1）尽管多数教师对使用思维导图进行以读促写教学有一定熟悉度,但对思维导图的熟...
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
摘要
abstract
Chapter One Introduction
1.1 Research Background
1.2 Purposes of the Study
1.3 Significance of the Study
1.4 Structure of the Study
Chapter Two Literature Review
2.1 Definitions
2.1.1 Definition of Mind Map
2.1.2 Definition of Reading-to-write
2.2 Theoretical Basis
2.2.1 Knowledge Visualization Theory
2.2.2 Production-Oriented Approach
2.2.3 The Extension Hypothesis
2.3 Studies on Reading-to-write Teaching
2.3.1 Reading-to-write Teaching Abroad
2.3.2 Reading-to-write Teaching at Home
2.4 Studies on Mind Map to English Reading and Writing Teaching
2.4.1 Mind Map to English Reading and Writing Teaching Abroad
2.4.2 Mind Map to English Reading and Writing Teaching at Home
2.5 Research Gap
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Methods and Instruments
3.3.1 Questionnaire
3.3.2 Classroom Observation
3.3.3 Interview
3.4 Research Procedures
Chapter Four Results and Discussion
4.1 Current Situation of Teachers’ Using Mind Map in Junior High School (JHS) English Reading-to-write Teaching
4.1.1 Teachers’ Perception
4.1.2 Teaching Purposes
4.1.3 Teaching Contents
4.1.4 Teaching Effects
4.2 Application of Mind Map in JHS English Reading-to-write Teaching
4.2.1 Appropriate Stages in the Application
4.2.2 Types and Effects of Mind Map in the Application
4.2.3 Activity Forms of Using Mind Map in the Application
4.3 Problems and Countermeasures
4.3.1 Teachers’Familiarity to the Mind Map
4.3.2 Teachers’Neglection on Certain Stages in the Application
4.3.3 Limited Lesson Time in the Application
4.3.4 Students’Difficulties in Drawing Mind Map
Chapter Five Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations and Further Research
References
攻读学位期间的研究成果
AppendixⅠ 思维导图在初中英语以读促写教学中的应用现状调查问卷
AppendixⅡ 课堂观察量表
AppendixⅢ 教师访谈提纲
Acknowledgement
【参考文献】：
期刊论文
[1]在英语教学中开展读写结合教学的意义及实施途径[J]. 王蔷. 英语学习. 2020(05)
[2]基于主题语境的以读促写在高中英语写作课中的应用[J]. 杨少芝. 英语教师. 2020(06)
[3]“产出导向法”理论体系的解读与应用[J]. 毕争. 英语学习. 2020(03)
[4]基于深度学习的初中英语单元整合写作教学[J]. 王学鹏. 教学与管理. 2020(07)
[5]基于英语学习活动观的“以读和看促写”教学探究[J]. 刘丽萍. 英语教师. 2020(02)
[6]基于建构主义的思维导图在高中英语写作教学中的应用[J]. 么海燕. 中国教育学刊. 2019(S2)
[7]构建中学英语高效课堂策略探究[J]. 周启平. 中国教育学刊. 2019(S2)
[8]高中英语读仿写教学新探[J]. 张萍. 教学与管理. 2019(28)
[9]外语教学概要写作初探[J]. 吴一穹. 上海教育科研. 2019(06)
[10]“以读促写”教学模式在初中英语教学中的实践[J]. 林丽萍. 基础教育论坛. 2019(11)
硕士论文
[1]高中英语写作教学中思维导图的应用情况调查研究[D]. 李燕.江苏大学 2019
本文编号：3678659
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
摘要
abstract
Chapter One Introduction
1.1 Research Background
1.2 Purposes of the Study
1.3 Significance of the Study
1.4 Structure of the Study
Chapter Two Literature Review
2.1 Definitions
2.1.1 Definition of Mind Map
2.1.2 Definition of Reading-to-write
2.2 Theoretical Basis
2.2.1 Knowledge Visualization Theory
2.2.2 Production-Oriented Approach
2.2.3 The Extension Hypothesis
2.3 Studies on Reading-to-write Teaching
2.3.1 Reading-to-write Teaching Abroad
2.3.2 Reading-to-write Teaching at Home
2.4 Studies on Mind Map to English Reading and Writing Teaching
2.4.1 Mind Map to English Reading and Writing Teaching Abroad
2.4.2 Mind Map to English Reading and Writing Teaching at Home
2.5 Research Gap
Chapter Three Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Methods and Instruments
3.3.1 Questionnaire
3.3.2 Classroom Observation
3.3.3 Interview
3.4 Research Procedures
Chapter Four Results and Discussion
4.1 Current Situation of Teachers’ Using Mind Map in Junior High School (JHS) English Reading-to-write Teaching
4.1.1 Teachers’ Perception
4.1.2 Teaching Purposes
4.1.3 Teaching Contents
4.1.4 Teaching Effects
4.2 Application of Mind Map in JHS English Reading-to-write Teaching
4.2.1 Appropriate Stages in the Application
4.2.2 Types and Effects of Mind Map in the Application
4.2.3 Activity Forms of Using Mind Map in the Application
4.3 Problems and Countermeasures
4.3.1 Teachers’Familiarity to the Mind Map
4.3.2 Teachers’Neglection on Certain Stages in the Application
4.3.3 Limited Lesson Time in the Application
4.3.4 Students’Difficulties in Drawing Mind Map
Chapter Five Conclusion
5.1 Major Findings of the Research
5.2 Pedagogical Implications
5.3 Limitations and Further Research
References
攻读学位期间的研究成果
AppendixⅠ 思维导图在初中英语以读促写教学中的应用现状调查问卷
AppendixⅡ 课堂观察量表
AppendixⅢ 教师访谈提纲
Acknowledgement
【参考文献】：
期刊论文
[1]在英语教学中开展读写结合教学的意义及实施途径[J]. 王蔷. 英语学习. 2020(05)
[2]基于主题语境的以读促写在高中英语写作课中的应用[J]. 杨少芝. 英语教师. 2020(06)
[3]“产出导向法”理论体系的解读与应用[J]. 毕争. 英语学习. 2020(03)
[4]基于深度学习的初中英语单元整合写作教学[J]. 王学鹏. 教学与管理. 2020(07)
[5]基于英语学习活动观的“以读和看促写”教学探究[J]. 刘丽萍. 英语教师. 2020(02)
[6]基于建构主义的思维导图在高中英语写作教学中的应用[J]. 么海燕. 中国教育学刊. 2019(S2)
[7]构建中学英语高效课堂策略探究[J]. 周启平. 中国教育学刊. 2019(S2)
[8]高中英语读仿写教学新探[J]. 张萍. 教学与管理. 2019(28)
[9]外语教学概要写作初探[J]. 吴一穹. 上海教育科研. 2019(06)
[10]“以读促写”教学模式在初中英语教学中的实践[J]. 林丽萍. 基础教育论坛. 2019(11)
硕士论文
[1]高中英语写作教学中思维导图的应用情况调查研究[D]. 李燕.江苏大学 2019
本文编号：3678659
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