支架式教学对高中生英语写作能力影响的实证研究

发布时间：2018-06-27 17:23

本文选题：支架式教学 + 英语写作　；参考：《广州大学》2017年硕士论文

【摘要】：语言是人类最重要的思维和交流工具,对于促进人的全面发展具有重要意义。随着当今社会和经济活动日益全球化,英语已然成为学生必备的基本素养之一。《英语课程标准》(2003)强调语英语写作是学生综合语言运用能力的体现,是英语听、说、读、写四项基本语言技能中的一项重要技能,而且,也是新时期学生必须具备的交流沟通能力之一。然而,高中英语写作教学的现状不是令人满意,学生在写作过程中还存在着一些问题。因此,如何提高高中生英语写作能力,改善学生的英语写作态度,对教师而言,是一项迫切而又具有挑战性的任务。支架式教学是建构主义理论指导下三种教学模式之一,源于维果斯基的”最近发展区”理论。教学过程中以学生为中心,教师通过为学生搭建支架,创设真实的情境,让他们在独立探索、协作学习与效果评价中逐步超越其最近发展区而达到下一发展阶段的水平,直至学习者能够独立地解决问题时撤掉支架,然后在此基础上进行下一个发展区的发展。笔者将支架式教学应用于高中英语写作,试图回答以下两个研究问题:1.支架式教学对学生英语写作能力有何影响?2.支架式教学对学生英语写作的兴趣、自信心和习惯有怎样的影响,以及学生对支架式教学的态度如何?接着本文对英语写作教学方法、支架式教学以及两者关系的研究状况进行了论述,同时介绍了支架式教学的理论基础,主要包括建构主义理论和最近发展区理论。笔者选取广东省河源市广州大学附属东江中学高二两个平行班为参与者进行为期14周的教学实验,其中一个班为实验班,共52人,另一个班为控制班,共54人。实验班采用支架式教学,作者将支架式教学与参与者的特点等结合起来,设计出写作前支架的搭建与撤离,写作中支架的搭建与撤离和写作后支架的搭建与撤离的教学过程。对照班采用传统的结果写作教学方法。研究工具有测试(前测,后测),问卷调查(问卷I,问卷II)以及访谈,并运用SPSS22.0、Excel2003软件对实验前后所有数据进行统计和分析。本研究的结论:1.通过对数据的对比分析,主要包括实验班与对照班前后配对样本检验,独立样本检验,以及统计实验班和对照班高、中、低三个水平段的学生数量和平均成绩的变化,数据结果表明支架式教学能够提高学生的英语写作能力,主要表现在可以提高学生作文的内容、语法、词汇和连贯性四个方面。2.通过实验前后的问卷调查和对9名同学(包括3名高水平学生,3名中水平学生和3名低水平学生)的访谈可以看出,支架式教学能够激发学生的英语写作兴趣,提高学生的写作自信心和改善学生的写作习惯,并且实验班学生对支架式教学持有积极的态度。作者希望本研究能为今后的高中英语写作教学提供一定的启示。
[Abstract]:Language is the most important tool for human thinking and communication. With the increasing globalization of social and economic activities, English has become one of the essential qualities for students. English Curriculum Standard (2003) emphasizes that English writing is the embodiment of students' comprehensive language use ability, and it is English listening, speaking and reading. Writing one of the four basic language skills is also one of the communication skills that students must have in the new era. However, the present situation of English writing teaching in senior high school is not satisfactory, and there are still some problems in the process of students' writing. Therefore, how to improve high school students' English writing ability and students' English writing attitude is an urgent and challenging task for teachers. Scaffolding teaching is one of the three teaching modes under the guidance of constructivism theory, which originates from Vygoski's "proximal development zone" theory. In the teaching process, student-centered, teachers build scaffolding for students, create real situation, let them in the independent exploration, collaborative learning and effect evaluation, gradually surpass their proximal development area and reach the level of the next stage of development. The scaffold is removed until the learner can solve the problem independently, and then the next development zone is developed on this basis. The author applies scaffolding teaching to high school English writing and tries to answer the following two research questions: 1. What is the effect of scaffolding teaching on students' English writing ability? What is the influence of scaffolding teaching on students' interest in English writing, self-confidence and habits, and how students' attitude towards scaffolding teaching? Then, this paper discusses the teaching methods of English writing, scaffolding teaching and the relationship between them. At the same time, it introduces the theoretical basis of scaffolding teaching, including constructivism theory and the theory of the proximal development zone. The author chooses two parallel classes of Dongjiang Middle School affiliated to Guangzhou University in Heyuan City, Guangdong Province, as participants to carry out a 14-week teaching experiment, one of which is an experimental class with 52 students and the other a control class with 54 students. The experimental class adopts the scaffold teaching. The author combines the scaffolding teaching with the characteristics of the participants, and designs the teaching process of the scaffold before writing, the scaffold construction and evacuation in writing and the scaffold construction and evacuation after writing. The control class adopts the traditional teaching method of resultant writing. The research tools include test (pre-test, post-test), questionnaire (questionnaire I, questionnaire II) and interviews. All the data before and after the experiment were analyzed by using SPSS 22.0 / Excel 2003 software. Conclusion: 1. Through the comparative analysis of the data, including the experimental class and control class before and after matching sample test, independent sample test, as well as statistics of the experimental class and the control class high, middle, low three levels of students' number and average results. The results show that scaffolding teaching can improve students' English writing ability, mainly in the aspects of content, grammar, vocabulary and coherence. Through the questionnaire survey before and after the experiment and the interview with 9 students (including 3 high level students and 3 low level students), it can be seen that scaffolding teaching can stimulate students' interest in English writing. Improve students' writing self-confidence and writing habits, and the experimental class students have a positive attitude towards scaffolding teaching. The author hopes that this study will provide some enlightenment for the teaching of English writing in senior high school.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】