合作写作对高中生英语读后续写的影响研究

发布时间：2018-05-07 03:18

本文选题：合作写作 + 读后续写　；参考：《杭州师范大学》2017年硕士论文

【摘要】：写作,作为英语学习的四项基本技能之一,对于高中生而言尤为重要。然而,长期以来,我们的写作教学关注结果而忽视过程,“学生写,教师改”这一费时低效的教学方法让许多高中生丧失了对英语写作的兴趣。为了突显写作过程中的文本互动与协同,读后续写将语言输入与语言输出紧密结合,融语言学习于即时运用之中。有别于国内教师主导型写作课堂,合作写作注重教与学的互动,突显学生学习的主体性与能动性,为高中写作教学打开了新的视角。根据浙江省改革方案,读后续写在2016年的高考试卷中首次亮相。本研究尝试将合作写作运用于读后续写这一崭新题型的日常教学中,考察合作写作对高中生英语读后续写的影响。具体地说,本文试图探索:1)合作写作完成的作品与独立完成的文本间的差异;2)合作写作过程中的同伴对话的表现特征;3)受试学生对合作续写的态度与看法。作为一项实证研究,本研究在浙江省某一重点高中的一个高二班级展开,持续时间约一个学期。为深入考察合作写作对高中生英语读后续写的影响,本研究最后选定了其中的18名(9对)学生作为研究对象,将他们完成的写作文本、合作写作过程中的同伴对话及实验后的问卷访谈结果进行了整理、比较与分析。数据的主要形式有学生作品、合作对话、问卷、课堂观察笔记、访谈等。数据分析显示,合作写作对高中生英语读后续写有积极影响,读后续写中表现出来的协同效应在合作续写中尤为明显。具体而言,合作续写对写作文本的总体质量提升有积极影响,特别是在文本的语言与构思方面。但文本的最终长度以及合作完成文本的方式跟作品质量没有必然联系。同伴对话的分析表明,同伴合作为学生提供了分享资源与共建文本的机会,学生通过合作完成的续写文本在语法准确性与语言复杂性方面表现得更优异。另外,问卷与访谈结果显示,除了个别学生对合作续写并不支持,绝大多数学生对这一崭新的教学方法持肯定态度。最后,本文对试图在日常课堂中开展合作续写的教师提出了建议。一方面,教师应在组织实施这一新型教学形式前将合作续写的基本原理与潜在优势告诉学生,关注学生的即时态度变化,同时给他们自由选择的空间。另一方面,教师可通过视频或现场演示的方式向学生示范如何在合作续写过程中开展同伴互动,让学生知道如何与同伴进行语言协商与冲突解决。在开展合作续写的过程中,教师应对学生的总体互动质量进行必要的监控。
[Abstract]:Writing, as one of the four basic skills in English learning, is particularly important for high school students. However, for a long time, our writing teaching has paid attention to the results and ignored the process. "Student writing, teacher change", a time-consuming and inefficient teaching method, has lost many high school students' interest in English writing. This interaction and synergy combine language input and language output closely after reading, and combine language learning in immediate use. It is different from the teacher led writing class in China. Cooperative writing pays attention to the interaction between teaching and learning, highlights the subjectivity and initiative of students' learning, and opens a new perspective for the teaching of high school writing. According to the reform of Zhejiang Province, The plan, after reading the first appearance in the college entrance examination papers in 2016, attempts to apply cooperative writing to the daily teaching of this new type of writing, and to investigate the effect of cooperative writing on the post reading of senior high school students. In particular, this article tries to explore: 1) the works completed and the independent text. Differences; 2) the performance characteristics of peer dialogue in the process of cooperative writing; 3) the attitudes and attitudes of the students to the renewal of cooperation. As an empirical study, this study was carried out in a high school in a key high school in Zhejiang province for about one semester. At the end of the study, 18 of them (9 pairs) were selected as the research objects, the writing texts they completed, the peer dialogue in the cooperative writing process and the results of the questionnaire interview after the experiment were arranged and compared. The main forms of the data were student works, Cooperation Dialogue, questionnaire, classroom observation notes, interviews and so on. It shows that cooperative writing has a positive impact on the renewal of English reading after high school students. The synergy shown in the post reading is particularly evident in the continuation of the cooperation. In particular, the continuation of the cooperative writing has a positive impact on the overall quality improvement of the writing text, especially in the language and construction of the text, but the final length of the text and the completion of the cooperation are completed. The method of text is not necessarily linked to the quality of the work. Peer dialogue analysis shows that peer cooperation provides students with opportunities to share resources and build text, and students perform better in terms of grammatical accuracy and language complexity through cooperation. In addition, questionnaires and interviews show that except for individual students. There is no support for the renewal of cooperation. Most students have a positive attitude towards this new teaching method. Finally, this paper puts forward some suggestions for the teachers trying to carry out cooperation and renewal in the daily classroom. On the one hand, teachers should tell the students the basic principles and potential advantages of the new form of teaching before the organization and implementation of this new teaching form. On the other hand, teachers can demonstrate to students how to carry out peer interaction in the process of cooperation, let the students know how to negotiate with their peers and solve the conflict. Monitor the overall interaction quality of students.

【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】