两位中国高中英语教师写作教学的探索性研究
发布时间：2018-07-31 12:24
【摘要】：英语写作不仅是一项重要的语言技能,更是个体思维发展和社会交际的重要途径。因此,英语写作教学一直是研究热点。现有研究多聚焦于大学英语写作教师的教学理念与实践,而忽略了高中英语教师的写作教学理念与实践。本研究试图探究应试教育环境下两位北京高中英语教师的外语写作教学信念与实践。本研究采用滚雪球抽样,着眼于北京某重点高中两位英语教师,全面深度调查她们的写作教学信念,写作教学规划与实施、对学生的写作评价,以及她们的写作教学对学生英语学习的影响。本研究历时一年,为纵向定性个案研究,主要通过课堂观察、半结构化的正式访谈和非正式谈话进行数据收集,同时收集了教师的教案、学生的写作作品和课堂讲义。按照质性研究的数据分析方法,本研究对多种来源的数据进行了反复阅读、提炼主题、相互印证。本研究有三个主要发现。首先,两位高中教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,应与听、说、读、译技能的培养相融合。教师写作反馈与教学活动都应旨在促进学生的语言综合能力发展。其次,她们采用体裁式(genre-based approach)写作教学法,把写作教学嵌入到日常的学校英语课程和活动,并设置了整体的写作教学规划,如高一关注记叙文、高二关注议论文和说明文、高三关注高考应试作文的训练。教学过程中,她们将写作教学与听、说、读、译技能培养相融合。学生们在多样的活动中(如戏剧)获取语言输入,在完成听、说、读、写、译任务的过程中学习写作。针对学生的不同的文体写作,她们有特定的评判参考标准,对语言形式、内容和框架侧重不同。第三,所有接受访谈的学生都认为两位老师的写作教学促进了他们及班级内同学的英语学习。他们十分认可写作教学的整体规划,认为它很好地将听、说、读、写、译多项语言技能融合在一起,自身的语言综合能力得到提升。同时,他们认为自己更加了解不同文体的特点和适用范围,写作能力得到很大的提升。本研究的发现说明了体裁式写作教法和实践在外语语境学校应试背景下的可行性,为相同处境的普通高中英语教师提供了写作教学思路。在此研究的基础上,未来的研究可进一步探究不同发展阶段的高中英语教师在实施体裁式写作教学时的困难与解决方法。
[Abstract]:English writing is not only an important language skill, but also an important way for the development of individual thinking and social communication. Therefore, English writing teaching has always been a hot topic. The current research focuses on the teaching ideas and practice of college English writing teachers, but neglects the writing teaching ideas and practices of senior high school English teachers. This study attempts to explore the teaching beliefs and practices of two senior high school English teachers in Beijing in the context of examination-oriented education. In this study, a snowball sampling was used to investigate their writing teaching beliefs, writing teaching planning and implementation, as well as the students' writing evaluation, focusing on two English teachers in a key high school in Beijing. And the influence of their writing teaching on students' English learning. This study, which lasted for one year, is a vertical qualitative case study, which collects data through classroom observation, semi-structured formal interviews and informal conversations, as well as teachers' teaching plans, students' writing works and classroom handouts. According to the data analysis method of qualitative research, the data from various sources were read repeatedly, the theme was refined and verified. There are three main findings in this study. First of all, the two senior high school teachers agree that English writing teaching should be aimed at cultivating students' critical thinking and comprehensive language skills, and should be combined with the cultivation of listening, speaking, reading and translating skills. Teachers' writing feedback and teaching activities should aim at promoting students' comprehensive language competence. Secondly, they adopted the genre-based approach writing method, embedded the writing teaching into the daily school English curriculum and activities, and set up the whole writing teaching plan, such as the first year of senior high school pays attention to narrative writing, and the sophomore paid attention to argumentation and narrative. Senior three pays close attention to the training of examination-oriented composition in college entrance examination. In the process of teaching, they combine writing teaching with listening, speaking, reading and translation skills. Students get language input in a variety of activities, such as drama, and learn to write while completing the tasks of listening, speaking, reading, writing and translating. According to different stylistic writing of students, they have specific standards of reference, with different emphasis on language form, content and framework. Third, all the students interviewed believed that the two teachers' writing teaching promoted their English learning and that of their classmates in the class. They agree with the overall plan of writing teaching, and think that it combines listening, speaking, reading, writing and translating together, and their language comprehensive ability is improved. At the same time, they think that they understand the characteristics of different styles and scope of application, and their writing ability has been greatly improved. The findings of this study illustrate the feasibility of genre writing teaching and practice in the context of foreign language context schools and provide writing teaching ideas for English teachers in the same situation in senior high schools. On the basis of this research, the future research can further explore the difficulties and solutions of English teachers in different stages of development in the implementation of genre writing teaching.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2155577
[Abstract]:English writing is not only an important language skill, but also an important way for the development of individual thinking and social communication. Therefore, English writing teaching has always been a hot topic. The current research focuses on the teaching ideas and practice of college English writing teachers, but neglects the writing teaching ideas and practices of senior high school English teachers. This study attempts to explore the teaching beliefs and practices of two senior high school English teachers in Beijing in the context of examination-oriented education. In this study, a snowball sampling was used to investigate their writing teaching beliefs, writing teaching planning and implementation, as well as the students' writing evaluation, focusing on two English teachers in a key high school in Beijing. And the influence of their writing teaching on students' English learning. This study, which lasted for one year, is a vertical qualitative case study, which collects data through classroom observation, semi-structured formal interviews and informal conversations, as well as teachers' teaching plans, students' writing works and classroom handouts. According to the data analysis method of qualitative research, the data from various sources were read repeatedly, the theme was refined and verified. There are three main findings in this study. First of all, the two senior high school teachers agree that English writing teaching should be aimed at cultivating students' critical thinking and comprehensive language skills, and should be combined with the cultivation of listening, speaking, reading and translating skills. Teachers' writing feedback and teaching activities should aim at promoting students' comprehensive language competence. Secondly, they adopted the genre-based approach writing method, embedded the writing teaching into the daily school English curriculum and activities, and set up the whole writing teaching plan, such as the first year of senior high school pays attention to narrative writing, and the sophomore paid attention to argumentation and narrative. Senior three pays close attention to the training of examination-oriented composition in college entrance examination. In the process of teaching, they combine writing teaching with listening, speaking, reading and translation skills. Students get language input in a variety of activities, such as drama, and learn to write while completing the tasks of listening, speaking, reading, writing and translating. According to different stylistic writing of students, they have specific standards of reference, with different emphasis on language form, content and framework. Third, all the students interviewed believed that the two teachers' writing teaching promoted their English learning and that of their classmates in the class. They agree with the overall plan of writing teaching, and think that it combines listening, speaking, reading, writing and translating together, and their language comprehensive ability is improved. At the same time, they think that they understand the characteristics of different styles and scope of application, and their writing ability has been greatly improved. The findings of this study illustrate the feasibility of genre writing teaching and practice in the context of foreign language context schools and provide writing teaching ideas for English teachers in the same situation in senior high schools. On the basis of this research, the future research can further explore the difficulties and solutions of English teachers in different stages of development in the implementation of genre writing teaching.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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