读写结合在高中英语写作教学中的应用研究
发布时间：2018-07-17 05:18
【摘要】：英语写作是高中学生必备的一项重要语言技能。《普通高中英语课程标准(实验)》(教育部,2003)要求学生能写出连贯且结构完整的短文。但从教学实践来看,高中英语教师对学生写作缺乏有效指导,学生在写作过程中存在信心不足、审题不清、语法运用错误、语言表达逻辑混乱等问题,学生写作能力欠佳。读写结合作为一种结合阅读进行写作的综合方法,让学生从阅读中获取写作营养,然后应用到写作中,很有助于提高学生的写作能力。本研究以可理解输入假设、可理解输出假设和图式理论为基础,探索读写结合能否比传统的教学方法更加有助于提升学生英语写作的自信心、兴趣;能否提高学生的英语写作能力,尤其是能否提高学生英语写作复杂性、准确性和流利性。本文首先随机选取了民勤一中高二两个自然班作为研究对象,对两个班进行了问卷调查和写作测试,结果表明两个班学生的写作能力处于同一水平。接着,两个自然班被分别设定为实验班和对照班。对于实验班,授课教师采用读写结合进行英语写作教学;对于控制班,教师采用传统的教学方法。最后,对两个班进行写作测试,实验班进行问卷调查,进而收集整理数据,通过数据分析回答了本文提出的研究问题。研究结果表明,与传统的写作教学方法相比,读写结合有助于提升学生写作自信心、激发学生写作兴趣,更有助于提高学生的写作成绩,在提高学生作文准确性和复杂性方面比传统的教学方法有优势。读写结合的应用研究,不仅验证了读写结合的可行性,也丰富了高中英语写作教学方法。与此同时,也期望本研究能够引导教师在教学中,注意在阅读文本中挖掘有利于提高学生写作能力的话题、体裁、篇章结构等写作信息,可以采用读后写摘要、读后续写、读后仿写、读后创写、读后改写等符合学生心理成长特点、认知发展特征的方法,渐次提高其英语写作能力。
[Abstract]:English writing is an important language skill for senior high school students. "English Curriculum Standard for General Senior High School (experiment)" (Ministry of Education 2003) requires students to write a coherent and structured essay. However, from the perspective of teaching practice, high school English teachers lack effective guidance on students' writing, lack of confidence in the process of writing, unclear examination of questions, errors in the use of grammar, confusion of language expression logic, and so on, and the students' writing ability is not good enough. The combination of reading and writing, as a comprehensive method of combining reading with writing, enables students to obtain writing nutrition from reading, and then applies it to writing, which is helpful to improve students' writing ability. On the basis of comprehensible input hypothesis, comprehensible output hypothesis and schema theory, this study explores whether the combination of reading and writing can be more helpful to enhance students' confidence and interest in English writing than traditional teaching methods. Whether to improve students' English writing ability, especially whether they can improve their English writing complexity, accuracy and fluency. In this paper, two natural classes of Minqin No. 1 Middle School were randomly selected as the object of study, and the two classes were investigated by questionnaires and writing tests. The results show that the students' writing ability of the two classes is at the same level. Then, the two natural classes were set up as the experimental class and the control class respectively. For the experimental class, the teaching teachers adopt the combination of reading and writing to teach English writing; for the control class, the teachers adopt the traditional teaching method. Finally, the two classes were tested, the experimental class was investigated by questionnaire, and the data were collected and collated, and the research questions put forward in this paper were answered by the data analysis. The results show that the combination of reading and writing can promote students' writing self-confidence, stimulate students' interest in writing, and improve students' writing achievement, compared with traditional writing teaching methods. It has advantages over traditional teaching methods in improving students' composition accuracy and complexity. The application research of the combination of reading and writing not only verifies the feasibility of the combination of reading and writing, but also enriches the teaching methods of English writing in senior high school. At the same time, it is also expected that this study can lead teachers to pay attention to the topic, genre, text structure and other writing information which are beneficial to the improvement of students' writing ability in reading texts, which can be used to write abstracts after reading and continue after reading. The methods of copying writing after reading, creating writing after reading, and rewriting after reading are in line with the characteristics of students' psychological growth and cognitive development, so as to improve their English writing ability step by step.
【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
本文编号：2129184
[Abstract]:English writing is an important language skill for senior high school students. "English Curriculum Standard for General Senior High School (experiment)" (Ministry of Education 2003) requires students to write a coherent and structured essay. However, from the perspective of teaching practice, high school English teachers lack effective guidance on students' writing, lack of confidence in the process of writing, unclear examination of questions, errors in the use of grammar, confusion of language expression logic, and so on, and the students' writing ability is not good enough. The combination of reading and writing, as a comprehensive method of combining reading with writing, enables students to obtain writing nutrition from reading, and then applies it to writing, which is helpful to improve students' writing ability. On the basis of comprehensible input hypothesis, comprehensible output hypothesis and schema theory, this study explores whether the combination of reading and writing can be more helpful to enhance students' confidence and interest in English writing than traditional teaching methods. Whether to improve students' English writing ability, especially whether they can improve their English writing complexity, accuracy and fluency. In this paper, two natural classes of Minqin No. 1 Middle School were randomly selected as the object of study, and the two classes were investigated by questionnaires and writing tests. The results show that the students' writing ability of the two classes is at the same level. Then, the two natural classes were set up as the experimental class and the control class respectively. For the experimental class, the teaching teachers adopt the combination of reading and writing to teach English writing; for the control class, the teachers adopt the traditional teaching method. Finally, the two classes were tested, the experimental class was investigated by questionnaire, and the data were collected and collated, and the research questions put forward in this paper were answered by the data analysis. The results show that the combination of reading and writing can promote students' writing self-confidence, stimulate students' interest in writing, and improve students' writing achievement, compared with traditional writing teaching methods. It has advantages over traditional teaching methods in improving students' composition accuracy and complexity. The application research of the combination of reading and writing not only verifies the feasibility of the combination of reading and writing, but also enriches the teaching methods of English writing in senior high school. At the same time, it is also expected that this study can lead teachers to pay attention to the topic, genre, text structure and other writing information which are beneficial to the improvement of students' writing ability in reading texts, which can be used to write abstracts after reading and continue after reading. The methods of copying writing after reading, creating writing after reading, and rewriting after reading are in line with the characteristics of students' psychological growth and cognitive development, so as to improve their English writing ability step by step.
【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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