文本复述对高中英语写作教学影响的应用研究

发布时间：2018-03-16 14:44

本文选题：写作教学　切入点：复述策略　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：《高中英语课程标准(实验稿)》(以下简称《课标》)明确提出:“英语课程改革的重点是改变英语课程中过分重视语言知识的讲解与传授,而忽视学生对于语言的使用,即忽视了对学生语言实际运用的能力的培养”。在应试教育的前提下,语言教学中听、说、读、写四项技能的比例失衡。在高中阶段教师将教学中重心放在阅读材料的讲解,尤其是语言知识的讲解,很少关注写作教学。根据Krashen的输入假设理论和Swain的输出假设理论和信息加工理论作为理论基础。本研究将复述策略与写作教学相结合进行教学是合理的。研究主要是试着回答三个问题:(1)复述策略在写作教学中的应用能否改变学生对于写作的态度?(2)四种复述方法即图表法复述策略,问题引导复述策略,顺序排列复述策略和关键信息复述策略对学生的写作的具体哪些方面有影响?(3)主题词汇复述方法是否能够提高学生的写作水平?从而提升学生对于写作兴趣和写作教学中的参与度,也能够促进学生写作能力的提高。研究过程是1.教学初期在155班进行问卷调查,2.针对几种复述策略方法分别进行教学;3.针对主题词汇进行教学。教学完成后根据某次的考试成绩将学生分为学优生、中等生和学困生。分别在三个层级学生中挑选三名学生,对他们进行个别访谈。同时为了确保研究的可信度,笔者用同一份问卷在教学前一周和期末考试之后对学生进行调查,对问卷进行整理和分析,来了解学生对于这四种复述策略的偏好程度和学生对于这种教学方法的态度与看法,同时分析学生的作品研究这四种复述策略对学生写作的具体方面的影响。并且将学生的两次考试中的写作进行对比分析这种教学方法对于学生写作中具体哪些方面有所提高。通过一个学期的研究得出结果:大部分学生喜欢关键词法,图表法,顺序排列复述方法,少部分学生觉得这种方法一般或者枯燥。但这种方法改变学生对于写作的态度,同时学生认为这种方法对于写作有很大的帮助,对写作的谋篇布局,词汇的使用,字数的增加,语法知识的正确使用率等等。主题词汇的复述策略对于学生的写作水平的提高也是显著的。对于不同层级的学生对于写作方面的提升是不同的。尤其对于中等以上的学生的写作水平的提升的是最显著的。而中下等学生在词汇方面的提升有促进作用。
[Abstract]:The English Curriculum Standard (Experimental draft) for Senior High School (hereinafter referred to as "Curriculum Standard") clearly points out: "the emphasis of English curriculum reform is to change the emphasis on the explanation and teaching of language knowledge in English curriculum, while neglecting the use of language by students." Under the premise of examination-oriented education, the proportion of listening, speaking, reading and writing skills in language teaching is out of balance. Especially the explanation of language knowledge, According to Krashen's input hypothesis theory and Swain's output hypothesis theory and information processing theory, it is reasonable to combine retelling strategy with writing teaching. If you try to answer three questions: 1) can the application of retelling strategy in writing teaching change the students' attitude towards writing? 2) what aspects of the students' writing are affected by four kinds of retelling methods, I. e., the restatement strategy of chart method, the strategy of question leading retelling, the strategy of sequence arrangement and the strategy of retelling key information. (3) can the method of repetition of topic vocabulary improve the students' writing ability? Thus enhancing students' interest in writing and participation in writing teaching, It can also promote the improvement of students' writing ability. The research process is: 1. A questionnaire survey is conducted in Class 155 at the beginning of teaching. 3. Teaching the topic vocabulary according to the basis of the teaching after the completion of teaching. A certain test score divided the students into excellent students, In order to ensure the credibility of the study, the author used the same questionnaire to investigate the students one week before teaching and one week after the final exam. The questionnaire is arranged and analyzed to understand the students' preference for these four repetition strategies and their attitudes and views on this teaching method. At the same time, this paper analyzes the influence of the four retelling strategies on the students' writing, and compares the students' writing in the two examinations. One semester of research shows that most students like keyword method. The method of diagram, sequence and retelling, which a small number of students find general or boring. But this method changes the students' attitude towards writing, and the students think that this method is of great help to writing. The layout of writing, the use of vocabulary, the increase in the number of words, The correct usage of grammatical knowledge and so on. The repetition strategy of topic vocabulary is also significant for the improvement of students' writing level. For different levels of students, the improvement of writing is different. The improvement of the students' writing level is the most significant, while the middle and lower class students can promote the improvement of vocabulary.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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