基于Sakai的大学英语协作式写作教学研究

发布时间：2018-06-02 18:33

本文选题：协作式写作 + 英语写作　；参考：《重庆大学》2016年硕士论文

【摘要】：协作式学习是一种通过协作提高学生学习的有效方式。随着科技的发展,越来越多的教师将现代科技和教学相结合。Sakai这个平台就为老师同学提供了相互协作的可能。本研究借助Sakai平台,将协作式学习应用到大学英语写作教学中。研究旨在通过在Sakai网络学习平台进行为期一学期的协作式写作教学,实践大学英语协作式写作教学,组织学生以小组形式参与到Sakai平台上组织的教学活动中去。在协作式写作教学活动结束之后,研究试图通过前测与后测方式验证基于Sakai的协作式写作教学是否能够帮助学生在写作任务完成情况,连贯与衔接,词汇丰富程度,语法多样性和准确性以及整体写作水平方面取得更大的进步。此外,本研究还通过调查问卷以及采访调查学生对基于Sakai平台的协作式写作的态度和看法。通过研究,作者期待此教学方法可以提升大学生英语写作水平,丰富写作教学模式,提升学生英语写作的积极性。研究对象是重庆大学非英语专业本科生。实验班和控制班在入学考试时英语水平相当,均为大学一年级二级起点的班级。其中实验班为建筑环境专业,对照班级为土木专业。本研究将定量与定性相结合,采用了测试,问卷调查,访谈三种方式收集数据。运用SPSS20对前后测作文分数的数据进行了独立样本T检验,数据包括作文整体分数,以及任务完成情况、连贯与通顺、词汇丰富程度、以及语法多样性及准确性这四个方面。另外,研究还统计了调查问卷以及分析访谈。问卷调查将侧重学生对于基于Sakai平台的协作写作的三个方面进行调查,即学生对于其有用性的感知,学生对其的满意度,以及学生对其的积极性。采访则侧重于学生对于此学习方法的评价,对他们的意见和建议进行收集。研究结果表明,基于Sakai的英语协作式写作教学对提高学生英语写作水平具有一定的效果。实验班在后测中的总体成绩、任务完成情况以及词汇丰富程度方面与对照班的独立样本t检验结果存在明显差异,明显优于对照班。而在连贯与衔接,语法多样性与准确性方面则无显著差异。通过调查问卷,发现多数学生认为基于Sakai的英语协作式写作学习能够帮助提高他们的写作水平,主要表现在以下几个方面:帮助他们更准确的使用词汇,以及更多的使用复杂词汇;提高语法的准确性;丰富句子结构的多样性;提高文章的连贯与通顺;完成写作任务。同时大多数学生认为基于Sakai的英语协作式写作,无论是助教的在线指导还是同学之间的协作,都对英文写作水平提高有所帮助。在满意度方面,大多数学生对基于Sakai的英语协作式写作学习感到满意,无论是助教的指导还是学生之间的协作。在积极性方面,大多数学生认为自己通过一学期的学习之后,自己更加愿意参与到同学之间的协作,英文写作,以及基于Sakai的英语协作式写作中。而通过采访,收集到学生关于基于Sakai的英语协作式写作的意见与建议。大多数学生认为这种学习方法有很多优点,对其英文写作水平的提高有帮助,例如这种学习方法可以让学生们互相学习取长补短;也可以让学生们增强英文写作的兴趣,等等。但是也有部分学生提出其存在的一些不足之处,例如助教的指导篇幅过长;部分学生本身缺乏积极主动性等等,并就这些不足之处提出了改进的意见和建议。基于研究结果,本文详细探讨了基于Sakai的协作式写作教学方法的优缺点,并提出了进一步改进的方法,以期为网络环境下大学英语写作教学在教师的指导,教学活动的组织,学生兴趣的激发等方面提供一些启示,从而让学生从网络协作写作中提高写作水平。
[Abstract]:Collaborative learning is an effective way to improve students' learning through collaboration. With the development of science and technology, more and more teachers provide teachers and students with the possibility of collaboration between modern science and technology and teaching on the platform of.Sakai. This study applies the Sakai platform to college English writing teaching. The study aims to carry out collaborative writing teaching for one term through the Sakai network learning platform, practice College English cooperative writing teaching, and organize students to participate in the teaching activities organized on the Sakai platform in group form. After the end of collaborative writing teaching activities, the research tries to verify the basis of the pre test and post test methods. Whether Sakai's collaborative writing can help students improve their writing task completion, coherence and cohesion, vocabulary richness, grammatical diversity and accuracy as well as the overall writing level. In addition, this study also investigates students' collaborative writing based on the Sakai platform through questionnaires and interviews. Through research, the author expects this teaching method to improve the English writing level of college students, enrich the writing teaching model and improve the enthusiasm of the students in English writing. The research object is the non English undergraduate students of Chongqing University. The experimental class and the control class have the equivalent English level in the entrance examination, all of which are from grade two of the first grade of the University. The experimental class is the architectural environment specialty and the control class is the civil specialty. This study combines the quantitative and qualitative analysis, uses the test, the questionnaire survey, the interview three ways to collect the data. Using the SPSS20 to carry on the independent sample T test for the front and back test composition data, including the overall composition of the composition, and the completion of the task. The four aspects of the situation, coherence and smoothness, the abundance of vocabulary, and the grammatical diversity and accuracy. In addition, the study also statistics the questionnaire and the analysis interview. The questionnaire will focus on the students' investigation on the three aspects of the cooperative writing based on the Sakai platform, that is, the students' perception of their usefulness and the satisfaction of the students. Degree, and the enthusiasm of the students. The interview focuses on the students' evaluation of the learning methods, and collects their opinions and suggestions. The results show that the Sakai based English cooperative writing teaching has a certain effect on improving the students' English writing level. There is a significant difference in the situation and the abundance of vocabulary with the results of the independent sample t test in the control class, which is obviously superior to the control class. However, there is no significant difference in the grammatical diversity and accuracy in coherence and cohesion. Through the questionnaire, it is found that most students think that English based English Cooperative Writing Learning Based on the English language can help them improve them. The writing level is mainly reflected in the following aspects: helping them to use words more accurately, and more use of complex words; improving the accuracy of the grammar; enriching the diversity of sentence structures; improving the coherence and smoothness of the article; completing the writing task. At the same time, most students think that the cooperative writing based on Sakai is helpful, whether it is helpful. In terms of satisfaction, most students are satisfied with Sakai based English cooperative writing, whether it is the guidance of the teaching assistants or the collaboration between students. On the positive side, most students think they are through a semester's study. After the study, I was more willing to participate in the collaboration between students, English writing, and Sakai based English cooperative writing. Through interviews, the students collected students' opinions and suggestions about Sakai based English cooperative writing. Most of the students thought the learning method had many advantages and improved the level of English writing. Help, such as this way of learning, can make students learn to complement each other; it also allows students to increase their interest in English writing, etc. but some of the students also put forward some inadequacies, such as the lengthy guidance of the teaching assistants, the lack of initiative in some of the students themselves, and so on. On the basis of the research results, this paper discusses the advantages and disadvantages of the cooperative writing teaching method based on Sakai, and puts forward some further improvement methods to provide some inspiration for the teaching of College English writing in the network environment, such as the guidance of teachers, the weaving of teaching activities, and the stimulation of students' interest. So that students can improve their writing level from collaborative writing.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3

【相似文献】