过程教学法在初中英语写作教学中的应用研究

发布时间：2018-04-29 14:09

本文选题：初中英语写作 + 过程写作教学法　；参考：《上海师范大学》2017年硕士论文

【摘要】：英语写作是体现英语运用能力的重要组成部分,在我国,英语写作一直是初中英语教学中的薄弱环节。初中六、七年级英语写作占100分试卷的8分,八年级英语写作占100分的10分,九年级英语写作占150分的20分,而且学生们在写作部分的失分率尤为高。所以如何有效提高学生的英语写作能力已经成为目前初中英语教学的一个重要课题。本论文通过实验,研究如何运用过程写作教学法,教师通过写前准备、写作阶段、修改阶段、润色阶段四个阶段引导学生进行写作,充分发挥学生的主体性和主观能动性,辅之以循循善诱。笔者试以英语写作教学为中心,以行为主义理论为基础,把师生合作、生生合作和相互评价渗透在写作中,研究过程写作法提高学生写作水平的可行性,探索既符合学生发展规律又能提高英语写作水平的教学模式。笔者就成果教学法和过程教学法进行比较,并在上海外国语大学松江外国语学校选取了两个班级(实验班和对照班)进行实验,两个班级的前测作文和后测作文都由笔者按照区里统一的评分标准批改,按照内容、结构和文采三方面对每一篇作文进行数据分析。同时结合初中英语写作现状的调查和教师访谈,得出结论:过程写作法的运用,更加有利于提高学生的英语写作水平,有利于学生的终身学习发展。在循序渐进的写作学习过程中巩固语言知识和增加词汇量,注重写作过程的指导,语篇内容的逻辑关系,逐步提升英语写作能力和语言实践运用能力。过程写作法仍在初中英语写作教学中不断摸索,结合实际,力求使初中英语写作教学更有效可行,更加科学化系统化。
[Abstract]:English writing is an important part of the ability to use English. In our country, English writing has always been a weak link in junior high school English teaching. In junior middle school, English writing in grade six and seven accounted for 8 points of 100 points, English writing in eighth grade accounted for 10 points of 100 points, and English writing in ninth grade accounted for 20 points of 150 points. Moreover, the rate of students' losing points in the writing part was particularly high. Therefore, how to effectively improve students' English writing ability has become an important issue in junior middle school English teaching. Through the experiment, this paper studies how to use the process writing teaching method, the teacher guides the students to write through the preparation, the writing stage, the revision stage and the retouching stage before writing, so as to give full play to the students' subjectivity and initiative. It is supplemented by a good sense of persuasion. Taking English writing teaching as the center and behaviorism theory as the basis, the author attempts to study the feasibility of improving students' writing level by integrating teacher-student cooperation, student cooperation and mutual evaluation into writing. To explore a teaching model which not only accords with the law of students' development but also improves the level of English writing. The author compares the achievement teaching method with the process teaching method, and chooses two classes (the experimental class and the control class) in Songjiang Foreign language School of Shanghai Foreign Studies University to carry on the experiment. The pre-test composition and post-test composition of the two classes were revised by the author according to the unified grading standard in the district, and the data of each composition were analyzed according to three aspects: content, structure and literary style. At the same time, based on the investigation of the present situation of English writing in junior high school and the interview with teachers, it is concluded that the application of process writing method is more conducive to improving students' English writing level and to the development of students' lifelong learning. In the process of gradual writing learning, we should consolidate language knowledge and increase vocabulary, pay attention to the guidance of writing process, the logical relationship of discourse content, and gradually improve English writing ability and language practice ability. The process writing method is still groping in the junior middle school English writing teaching. Combining with the practice, we try to make the junior middle school English writing teaching more effective and feasible, more scientific and systematic.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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