支架式教学在高中英语单元主题写作教学中的应用研究

发布时间：2018-05-21 02:40

本文选题：支架式教学 + 单元主题　；参考：《天水师范学院》2017年硕士论文

【摘要】：英语写作是复杂的语言输出过程,也是学生对所学的语言知识进行内化和再创造的一种思维过程。它是学生语言综合能力的体现,也是目前高考英语试题中不可或缺的一部分,但英语写作教学却是高中语言教学中的一个薄弱环节。日常写作教学中很多英语教师主要采用传统的成果写作法,重视和强调写作的结果呈现与语法结构的正确性,忽略了写作过程中学生可能遇到的困难并提供相应的帮助。如何有效提高学生的英语写作能力以及如何改进当前英语写作教学方法是亟需解决的问题。支架式教学源于维果斯基的“最近发展区”理论,是建构主义理论下的核心教学模式。在支架式教学中,学习者在成人或其他更有能力的同伴的帮助下,依靠概念框架,将复杂的任务进行分解,然后逐步地完成任务,因此该教学模式为高中英语写作教学提供了很好的理论指导。本文针对高中英语写作教学中存在的问题,以建构主义及最近发展区理论为依据,结合教材单元主题,整合相同话题的写作材料,将写作过程中复杂的任务加以分解,根据学生的最近发展区,为学生搭建不同的支架,形成了以搭建写前内容支架,语言支架和结构支架为主的单元主题写作教学模式。本研究试图回答以下三个问题:1)基于支架式教学的单元主题写作能否激发学生对写作的兴趣,减少写作时的焦虑感,增强写作的自信?2)基于支架式教学的单元主题写作能否提高学生的整体写作能力?3)它在哪些方面有助于学生写作能力的提高?本研究选取甘肃省天水一中高三年级的两个平行班作为研究对象,分为控制班和实验班。两班均使用相同的写作教材,周课时量亦相同并由研究者本人任教。实验前运用调查问卷对高中英语写作教学现状进行了调查,同时通过写作测试得知两个班学生的英语写作水平相当。随后,结合新人教版高中英语必修一至选修八的单元主题,在实验班进行了为期一学期的支架式教学实验。实验结束后,再一次对两个班进行写作测试,并在实验班进行问卷调查,然后随机抽取10位学生访谈。最后,将收集到的所有数据进行整理并进行定性和定量分析。研究结果表明,在基于支架式教学的单元主题写作教学中,大量的交互性活动可以激发学生对英语写作的兴趣,为学生搭建的各种不同层次的支架和学生间的合作学习减少了学生写作时的焦虑感,增强写作时的自信;同时通过有效地利用教材资源和大量的可理解性输入,使学生学会了准确使用相关主题词汇及句型结构来表达,从而提高了学生的整体写作水平。尤其是从主题词汇和衔接词的运用及句式的复杂程度上来看,教师在英语写作教学中根据学生的最近发展区搭建适合的支架有助于提高学生英语写作水平。
[Abstract]:English writing is not only a complicated process of language output, but also a thinking process in which students internalize and recreate their language knowledge. It is not only the embodiment of students' comprehensive language ability, but also an indispensable part of the college entrance examination questions. However, English writing teaching is a weak link in high school language teaching. In the daily writing teaching, many English teachers mainly adopt the traditional method of achievement writing, pay attention to and emphasize the correctness of the presentation of the results of writing and the grammatical structure, ignore the difficulties that the students may encounter in the writing process and provide corresponding help. How to effectively improve students' English writing ability and how to improve the current teaching methods of English writing are urgent problems to be solved. Scaffolding teaching originated from Vygoski's "proximal development zone" theory and is the core teaching mode under constructivism theory. In scaffolding, learners, with the help of adults or other more capable peers, rely on the conceptual framework to decompose complex tasks and gradually complete them. Therefore, this teaching mode provides a good theoretical guidance for senior high school English writing teaching. Aiming at the problems existing in the teaching of English writing in senior high school, this paper, based on constructivism and the theory of the proximal development area, combines the theme of textbook unit and integrates the writing materials of the same topic to decompose the complex tasks in the process of writing. According to the students' proximal development area, different scaffolds are built for students, and a unit subject writing teaching mode is formed, which is mainly composed of pre-writing scaffolds, language scaffolds and structural scaffolds. This study attempts to answer the following three questions: 1) whether the unit theme writing based on scaffolding teaching can stimulate students' interest in writing and reduce their anxiety in writing. Can the unit theme writing based on scaffolding teaching improve students' overall writing ability? in what ways does it contribute to the improvement of students' writing ability? In this study, two parallel classes in Grade 3 of Tianshui Middle School in Gansu Province were selected as the research objects, divided into control class and experimental class. Both classes use the same writing materials, the weekly class hours are the same and the researchers themselves teach. The present situation of English writing teaching in senior high school was investigated by questionnaire before the experiment. At the same time, the writing test showed that the students in the two classes had the same level of English writing. Then, according to the unit theme from one to eight required subjects, the experiment was carried out in the experimental class for one semester. At the end of the experiment, writing tests were conducted again in two classes, questionnaires were conducted in the experimental class, and 10 students were randomly selected for interviews. Finally, all the collected data will be collated and qualitative and quantitative analysis. The results show that a large number of interactive activities can stimulate students' interest in English writing. Different levels of scaffolding for students and cooperative learning among students can reduce students' anxiety in writing, enhance their self-confidence in writing, and make effective use of textbook resources and a large amount of comprehensible input. Thus, the students can learn to use the relevant topic vocabulary and sentence structure to express accurately, thus improving the students' overall writing level. Especially from the point of view of the use of topic vocabulary and cohesive words and the complexity of sentence structure teachers can help to improve students' English writing level by building suitable scaffolding according to the students' proximate development area in English writing teaching.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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