对英语专业写作课堂环境感知度的实证研究

发布时间：2018-01-03 20:13

本文关键词：对英语专业写作课堂环境感知度的实证研究　出处：《中北大学》2016年硕士论文　论文类型：学位论文

【摘要】：20世纪末,英语写作逐步发展成为一门独立的学科。如何提高写作课堂质量成为研究者所关注的话题。国内学者将目光集中在教学方法和教学手段上,而国外研究者则倾向于将课堂环境这一因素考虑其中,指出从课堂环境感知度层面来提高英语专业的写作水平很有意义(Fraser,2007)。基于国内写作研究状况,本研究将从课堂环境感知度的角度对英语专业写作课堂进行研究。美国心理学家穆斯把人类环境划分为三个维度:关系维度,个人发展维度,系统维持及改变维度。基于穆斯的上述分类,本文对英语写作课堂环境感知度进行实证研究。本研究以中北大学58名英语专业大二学生和他们的3名英语写作教师为研究对象。研究采用了4种研究工具:问卷,访谈,课堂观察和写作测试。本文意在解决以下三个问题:1)在英语写作课堂环境中,学生和教师的感知度如何?2)教师和学生对写作课堂环境的感知度是否存在差异?如果有,是哪些方面?3)英语专业学生对写作课堂环境的感知度和英语写作能力之间有何关系?笔者将收集到的数据通过SPSS17和Excel进行分析。研究结果如下:1)英语专业学生对写作课堂环境的感知度在每个维度中均高于中等水平。总体上看,老师的感知度均高于学生。2)老师和学生对写作课堂环境的感知度存在差异,并且在教师支持、课堂参与和学生责任这三个维度中差异显著。3)英语专业学生对写作课堂环境感知度和写作能力呈正相关,并且在任务取向、平等、教师的领导方面显著相关。此外,本文还介绍了本研究的局限性以及对未来研究的一些启示,指出研究活动对于提高学生的写作能力具有积极作用。在写作课堂教学活动中,教师尽可能多地与学生互动并且多关注学生的写作课堂感受,如教师应重视每个学生所提出的问题;每个学生在写作课堂活动中都应得到平等的对待;教师应激情饱满地讲授写作知识,吸引学生的注意力。对学生来说,他们应该了解每节课的学习目标以及需要完成的写作课堂任务,多与同伴讨论并解决问题,积极参与到课堂中来。
[Abstract]:In 20th century, English writing gradually developed into an independent subject. How to improve the quality of writing classroom has become a topic of concern to researchers. Domestic scholars focus on teaching methods and teaching means. Foreign researchers tend to take classroom environment into account and point out that it is meaningful to improve the writing level of English majors from the perspective of classroom environment perception. 2007. Based on the current situation of domestic writing research. From the perspective of classroom environment perception, this study will study the English writing classroom. American psychologist Muse divides the human environment into three dimensions: the relationship dimension and the personal development dimension. The system maintains and changes dimensions. Based on the above classification of Moose. This paper makes an empirical study on the perception of classroom environment in English writing. The present study focuses on 58 sophomores majoring in English and three of their English writing teachers at Central North University. Questionnaire. Interview, classroom observation and Writing Test. The purpose of this paper is to solve the following three questions: 1) what is the perception of students and teachers in the classroom environment of English writing? 2) are there any differences between teachers and students in their perception of writing classroom environment? If so, what are the aspects? 3) what is the relationship between English majors' perception of writing classroom environment and their English writing ability? The data collected are analyzed by SPSS17 and Excel. The results are as follows: 1). English majors' perception of writing classroom environment is higher than that of average level in each dimension. The perception of teachers is higher than that of students. 2) there are differences between teachers and students on the perception of writing classroom environment, and teachers support them. There are significant differences among the three dimensions of classroom participation and student responsibility. 3) there is a positive correlation between English majors' perception of writing classroom environment and writing ability, and they are equal in terms of task orientation. In addition, this paper also introduces the limitations of this study and some implications for future research. It is pointed out that research activities play a positive role in improving students' writing ability. In writing classroom teaching activities, teachers interact with students as much as possible and pay more attention to students' writing classroom feelings. For example, teachers should pay attention to the questions raised by each student; Every student should be treated equally in writing classroom activities; Teachers should teach writing knowledge passionately to attract students' attention. For students, they should understand the learning goals of each class and the writing tasks they need to complete, and discuss and solve problems with their peers. Be actively involved in class.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319

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