以读促写模式在初中英语课堂教学中的实证研究

发布时间：2018-04-04 00:41

本文选题：以读促写　切入点：英语写作　出处：《山西师范大学》2017年硕士论文

【摘要】：众所周知,阅读和写作在初中英语教学中占据重要地位,它们是对初中生英语综合语言运用能力的检验。然而,当前初中的阅读和写作教学状况不容乐观。在阅读教学中,教师更关注于单词、句型和语法点这些表层的知识,忽略了许多深层的语篇知识,以至于学生对语篇的理解并不彻底。在写作教学中,大多数教师采用“教师命题—学生写作—教师批改”的模式,在此过程中师生之间无法进行有效的交流。久而久之,不仅学生对写作丧失了兴趣,教师也会忽视写作教学的重要性。这种阅读和写作相分离的教学模式不能很好的适应教学发展的需要。为了适应新课标对阅读和写作提出的要求,笔者试图将阅读教学和写作教学结合起来,探索以读促写模式在初中英语课堂教学中的有效性。本文以输入输出理论、语篇分析理论和学习迁移理论为基础,以高阳初中94名学生为研究对象,在已有研究的基础上运用问卷调查、教学实验和测试的方法进行了为期四个半月的实证研究。本研究试图解决以下三个问题:1.以读促写模式能否提高学生的写作水平?2.以读促写模式能否提高学生写作中谋篇布局的能力?3.以读促写模式能否丰富学生的写作策略?本研究共包括三个阶段。一、实验前,笔者通过前测问卷和前测试卷来了解两个班的读写现状。二、实验过程中,笔者在实验班采取以读促写的教学模式,同时在控制班采取阅读和写作相分离的教学模式,并收集相关数据。三、实验后,笔者通过后测问卷和后测试卷来分析两个班在写作方面的变化情况。通过对数据的整理和分析,本研究得出了三条结论。一、以读促写模式能够提高学生的写作水平。通过实验班和控制班前后测配对样本T检验,能清楚的看到实验班的写作成绩有了显著提高。二、以读促写模式能够提高学生写作中谋篇布局的能力。这可以从学生写作文本中的篇幅长度、有效单词数、句式复杂性、准确性和文章的衔接与连贯这些方面看出。三、以读促写模式能够丰富学生的写作策略。通过前后测问卷的对比可得出该结果。总之,以读促写模式在初中英语课堂教学中是有效的。它能显著提高学生的写作水平并丰富学生的写作策略。因此,该模式在初中英语写作教学中具有一定的可行性。在进行教学时,教师可将阅读和写作最大限度地结合起来,通过对阅读材料的分析培养学生的篇章意识,以此来促进学生写作能力的提高。但是该模式也并不是万能的,在实际应用过程中需要教师根据实际情况做出适当的调整。
[Abstract]:As we all know, reading and writing play an important role in junior middle school English teaching.However, the current situation of reading and writing teaching is not optimistic.In reading teaching, teachers pay more attention to the superficial knowledge of words, sentence patterns and grammatical points, and neglect many deep textual knowledge, so that the students' understanding of the text is not thorough.In writing teaching, most teachers adopt the mode of "teacher propositions-students writing-teachers' correction", and there is no effective communication between teachers and students in this process.Over time, not only students lose interest in writing, teachers also ignore the importance of writing teaching.This teaching mode of separation of reading and writing can not meet the needs of teaching development.In order to meet the requirements of the new curriculum for reading and writing, the author attempts to combine reading teaching with writing teaching to explore the effectiveness of reading and writing in junior middle school English classroom teaching.Based on the input-output theory, discourse analysis theory and learning transfer theory, this paper takes 94 students in Gaoyang Junior Middle School as the research object, and applies the questionnaire survey to the existing research.Four and a half months of empirical research was conducted on teaching experiments and testing methods.This study attempts to solve the following three questions: 1.Whether the mode of reading can improve the students' writing ability.Can the mode of reading promote writing improve the students' ability to plan the layout of the composition in writing? 3.Can the mode of reading promote writing enrich students' writing strategies?This study consists of three stages.First, before the experiment, the author through the pre-test questionnaire and the pre-test paper to understand the status of reading and writing in the two classes.Secondly, in the course of the experiment, the author adopts the teaching mode of reading and writing in the experimental class and the teaching mode of separating reading and writing in the control class, and collects the relevant data.Thirdly, after the experiment, the author analyzed the changes of writing in the two classes by post-test questionnaire and post-test paper.Through the collation and analysis of the data, this study draws three conclusions.First, the mode of reading and writing can improve the students' writing level.Through the T test of the experimental class and the control class, we can clearly see that the writing score of the experimental class has improved significantly.Second, the mode of reading and writing can improve the students' ability of writing.This can be seen from the length of the writing text, the number of effective words, the complexity of sentence structure, accuracy, cohesion and coherence of the article.Thirdly, reading can enrich students' writing strategies.The results can be obtained by comparing the questionnaires before and after.In a word, the mode of reading and writing is effective in junior middle school English classroom teaching.It can improve students' writing level and enrich students' writing strategies.Therefore, this model has certain feasibility in junior middle school English writing teaching.In order to improve students' writing ability, teachers can combine reading and writing to the maximum extent and cultivate students' textual awareness through the analysis of reading materials.However, the model is not omnipotent, in the process of practical application, teachers need to make appropriate adjustments according to the actual situation.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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