读写结合教学模式在高中英语写作教学中的应用研究

发布时间：2021-04-26 23:15

　　随着新高考改革的进行,英语考试中的读后续写和概要写作等题型被高考改革试点省份逐步采用。读写结合的教学模式也得到越来越多的关注。当今社会,英语写作无论是在英语学习中还是在日常生活中都占据着重要的角色。但是在当前英语学习中,学生对英语写作存在逃避、焦虑等畏难情绪。所以,一线教师如何提高学生的英语写作成绩并缓解学生的写作焦虑是教学的一大难题。本研究以支架理论,情感过滤假说为理论依据,运用问卷调查,写作测试,访谈等方法来研究基于支架理论的读写结合教学模式在高中英语写作教学中的应用。研究主要包括两个研究问题:（1）续写结合教学模式对学生英语写作成绩有何影响?（2）读写结合教学模式对学生写作焦虑有何影响?本研究以河北省Q县第一中学两个班的120名高二学生为研究对象,一个作为实验班,一个作为对照班,进行为期4个月教学研究,对照班使用传统写作教学方法,实验班采用读写结合的教学模式,包括缩写,仿写和续写等写作教学活动。研究前期,两个班进行前测和问卷调查;研究后期,两个班进行后测和问卷调查,并且随机从实验班中抽取5名学生进行访谈。研究过程中所收集的数据,主要采用SPSS13.0进行分析。此外,学生的访谈结... 

【文章来源】：中央民族大学北京市 211工程院校 985工程院校

【文章页数】：85 页

【学位级别】：硕士

【文章目录】：
摘要
ABSTRACT
List of Abbreviations
Introduction
    0.1 Background of This Thesis
    0.2 Purpose of This Thesis
    0.3 Significance of This Thesis
    0.4 Overall Structure of This Thesis
Chapter One Literature Review
    1.1 Theoretical Foundation of Integrated Reading and Writing
        1.1.1 Scaffolding Theory
        1.1.2 Krashen's Affective Filter Hypothesis
    1.2 Terms
        1.2.1 Definition of Integrated Reading and Writing
        1.2.2 Definitions of Writing Anxiety
    1.3 Literature Review
        1.3.1 Research Abroad on Integrated Reading and Writing
        1.3.2 Research at Home on Integrated Reading and Writing
Chapter Two Research Design
    2.1 Research Questions
    2.2 Research Participants
    2.3 Research Instruments
        2.3.1 Data Collection Methods
        2.3.2 Data Analysis Methods and Standards:
    2.4 Research Procedures
        2.4.1 Pilot Study
        2.4.2 Pretest
        2.4.3 Pre-questionnaire
        2.4.4 Post-test
        2.4.5 Post-questionnaire
        2.4.6 Interview
    2.5 Teaching Procedures
        2.5.1 Teaching Mode in Experimental Class
        2.5.2 Teaching Mode in Control Class
Chapter Three Analysis and Discussion
    3.1 Data Analysis and Discussion of Student'English Writing Anxiety
        3.1.1 Data Analysis of Pretest and Post-test Questionnaires
        3.1.2 Discussion
    3.2 Data Analysis and Discussion of Student'English Writing Performance
        3.2.1 Data Analysis of Pretest and Post-test Writing Performance
        3.2.2 Discussion
    3.3 Data analysis of Students'Interview
        3.3.1 Data Analysis of the Interview
        3.3.2 Discussion
Chapter Four Conclusion
    4.1 Major Findings
    4.2 Suggestions and Implications
    4.3 Limitations of the Research
    4.4 Implications
References
Appendix Ⅰ Second Language Writing Anxiety Inventory （SLWAI）
Appendix Ⅱ Interview Questions
Appendix Ⅲ Writing Composition Task for Pretest
Appendix Ⅳ Writing Composition Task for Post-test
Appendix Ⅴ Scoring Criteria of Writing for College Entrance Examination
Appendix Ⅵ Samples of Students'Writing in CC
Appendix Ⅶ Samples of Students'Writing in EC
Appendix Ⅷ Sample of Teaching Design in EC
Appendix Ⅸ Sample of Teaching Design in CC
Acknowledgement



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