建构主义支架理论对高中英语写作课堂的指导

发布时间：2018-04-19 03:15

本文选题：建构主义 + 支架教学　；参考：《四川师范大学》2017年硕士论文

【摘要】：作为考查学生英语综合能力的英语写作,是中学英语教学的重要任务之一。写作是语言输出的重要方式,也是评价学习者学习成效的一种重要手段。然而,写作教学一直是高中英语教学中的一个薄弱环节。在写作教学中,重结果轻过程、重知识轻技能、重结论轻反馈的现象普遍存在。在新课程背景下,如何立足于教学现状,提升高中英语写作教学水平,完善英语写作教学过程,切实提高学生的英语写作能力,已成为当前教学研究的重要内容。正是基于这样的教学形势,建构主义理论基础上的支架教学模式开始进入教学理论研究的范围之中,并且因其在教学过程控制、情境设定、合作探究等方面的优势而获得广泛关注。在教学理论研究领域,支架教学模式是一种建立在架构主义理论基础上的核心教学模式之一,源于前苏联心理学家Vygotsky的最近发展区理论。高中英语写作教学只有将建构主义的支架式教学模式恰到好处地运用于其中,为学生搭建支架,创造小组合作写作的契机,才能有效提高学生的写作技能和发展其综合语言运用能力。本文旨在将建构主义中的支架式教学应用于英语写作教学中,探索能否提高中学生的书面表达水平。笔者采用前测、后测和访谈的方法,以笔者所在的中学一年级两个自然班级的学生为研究对象,在实验开始之前对这两个班级进行前测,发现他们的英语写作水平没有显著差异。以其中一个班级为实验组,另一个班级为控制组。笔者将支架式教学法应用于实验组的英语教学,而控制组则用传统的教学法教学。整个实验过程持续一个学期左右,研究结束之后,以期末考试成绩为后测。笔者对前测和后测的作文得分及作文的分散程度和流利度以及准确度进行分析比较,并对访谈结果进行总结。实验结果表明,通过一个学期的支架式教学,实验组学生的英语书面表达水平都有所提高,由此证明了支架式教学应用于高中英语写作教学的可行性和有效性。本研究是对探索建构主义支架式教学理论在英语写作教学中的运用与作用的一次尝试,研究结果证实了支架式教学理论的运用能显著提高学生的英语写作能力。
[Abstract]:English writing, as a comprehensive test of students' English ability, is an important part of English teaching in middle schools.Writing is not only an important way of language output, but also an important means to evaluate learners' learning performance.However, writing teaching has always been a weak link in high school English teaching.In writing teaching, the phenomenon of emphasizing results over process, knowledge and skills, and conclusion and feedback is common.Under the background of the new curriculum, how to improve the teaching level of English writing in senior high school, how to improve the teaching process of English writing, and how to improve students' English writing ability have become the important contents of current teaching research.Based on this teaching situation, the scaffold teaching model based on constructivism theory begins to enter the scope of teaching theory research, and because of its teaching process control, situation setting,Cooperation exploration and other aspects of the advantages of widespread attention.In the field of teaching theory research, the scaffolding teaching model is one of the core teaching models based on the structuralism theory, which originates from the theory of the proximal development zone of Vygotsky, a psychologist in the former Soviet Union.In English writing teaching in senior high school, constructivist scaffolding teaching mode is applied to it properly, so as to set up scaffolding for students and create opportunities for cooperative writing in groups.In order to effectively improve students' writing skills and develop their comprehensive language use ability.The purpose of this paper is to apply the scaffolding teaching in constructivism to the teaching of English writing to explore the possibility of improving the written expression of middle school students.The author adopts the methods of pre-test, post-test and interview, taking the students of two natural classes in the first grade of the middle school as the research object, and carries on the pre-test to the two classes before the experiment.It is found that there is no significant difference in their English writing level.One class as the experimental group, the other class as the control group.The author applies the scaffold teaching method to the English teaching in the experimental group, while the control group to the traditional teaching method.The whole experiment lasted for about one semester. After the study was finished, the final test scores were taken as the posttest.The author analyzed and compared the scores of pre-test and post-test, the degree of dispersion, fluency and accuracy of composition, and summarized the results of interviews.The experimental results show that the level of written English expression of the students in the experimental group has been improved through a semester of scaffolding teaching, which proves the feasibility and effectiveness of the application of scaffolding teaching in senior high school English writing teaching.This study is an attempt to explore the application and role of constructivist scaffolding teaching theory in English writing teaching. The results show that the application of scaffolding teaching theory can significantly improve students' English writing ability.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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