仿写在高中英语写作教学中的实验研究

发布时间：2018-06-13 04:20

本文选题：仿写 + 高中英语写作教学　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：在高中英语教学中,英语作文是一项非常重要的教学内容。随着新课改的实施,对高中英语作文教学的要求也在不断提高。因此,如何使英语写作有效地开展,有效地提高学生的英语写作能力,是所有高中英语教师正在探索和研究的热门话题。笔者在几年的教学实践中发现教材作为学生们的一手资料,它话题全面,内容丰富,语言地道,构思巧妙,是学生学习语言知识,感悟谋篇布局,激发写作思维的鲜活材料。而作为教师可以引导学生充分地挖掘教材课文中的写作素材,如词汇、句型、写作文化、写作语篇、写作思维等,让其在品鉴文章的同时,也能够进行语言输出,以使写作能力得到很大的提高。所以本人试图通过系统地进行实践研究,即引导学生对教材中的课文进行仿写,来论证此法对提高学生们的写作水平的有效性以及高中英语写作教学中对教材中的课文进行仿写的必要性。本文综述了输入和输出假设的相关文献以及国内外的实证研究,在Krashen的输入假设与Swain的输出假设的理论框架下,提出了两个假设:1.仿写能提高学生的写作兴趣;2.仿写能提高学生的写作水平。本次实验的研究对象是来自达拉特旗第一中学高三年级两个平行班的80名同学,其中实验班40人,控制班40人。持续时间为12周。实验班采用教材课文仿写法,控制班采取传统的教学方式。为了分析实验的具体效果,本人分别在两个班进行实验前测和实验后测,并使用SPSS(19.0)软件对所得出的数据进行分析。此外,写作后测结束后,利用调查问卷和访谈来进一步了解学生对教材课文仿写法的态度与看法。实验结果表明,仿写能提高学生的遣词造句水平,尤其在较高级词汇的选择和句型的拓展方面会得到提高。另外,学生能够学会有效的使用语句间的连接成分,写的文章结构紧凑,逐步提高学生的语篇结构水平。这一实验结果肯定了在写作教学中仿写的重要性,最后本文指出文章的局限性并为以后相关研究提出了一些建议。
[Abstract]:In high school English teaching, English composition is a very important teaching content. With the implementation of the new curriculum reform, the requirements for senior high school English composition teaching are also increasing. Therefore, how to effectively develop English writing and improve students' English writing ability is a hot topic that all senior English teachers are exploring and studying. In the teaching practice of several years, the author finds that the textbook, as the primary material of the students, is full of topics, rich in content, idiomatic in language and ingenious in conception. It is a fresh material for students to learn language knowledge, understand the layout of the text and stimulate the writing thinking. As a teacher, students can be guided to fully explore the writing materials, such as vocabulary, sentence structure, writing culture, writing discourse, writing thinking and so on, so that they can also carry out language output while evaluating the text. In order to make a great improvement in writing skills. So I try to carry on the practice research systematically, that is, to guide the students to copy the text in the textbook. To demonstrate the effectiveness of this method to improve the students' writing level and the necessity of copying the text in the teaching of English writing in senior high school. This paper summarizes the literature on input and output assumptions and empirical studies at home and abroad. Under the theoretical framework of Krashen's input hypothesis and Swain's output hypothesis, two hypotheses: 1 are proposed. Parody can increase students' interest in writing. Parody can improve students' writing ability. The subjects of this study are 80 students from two parallel classes in Grade 3 of the first Middle School of Darat Banner, including 40 students in the experimental class and 40 in the control class. The duration was 12 weeks. The experimental class adopts the textbook text imitation method, the control class adopts the traditional teaching method. In order to analyze the concrete effect of the experiment, I carried out the pre-test and post-test respectively in two classes, and analyzed the obtained data by using SPSS19.0) software. In addition, after the post-writing test, questionnaires and interviews were used to further understand the students' attitudes and views on the parody of the text. The experimental results show that parody can improve the students' level of sentence formation, especially in the choice of advanced vocabulary and the expansion of sentence patterns. In addition, students can learn to effectively use the connective elements between sentences, write articles with compact structure, and gradually improve the students' level of discourse structure. The experimental results confirm the importance of imitating writing in writing teaching. Finally, this paper points out the limitations of the article and puts forward some suggestions for future research.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】