读后续写在高中英语写作教学中的实验研究
发布时间：2018-08-21 19:49
【摘要】：在高中英语学习阶段,英语写作能力一直备受老师和学生的重视。经过多年的研究,王初明教授在2012年提出了“读后续写法”,并指出“读后续写”是提高外语学习效率的一种有效方法。本研究主要探索“读后续写法”在高中英语学习阶段,能否有效地提高学生英语写作表现。按照三性分析法,本论文具体展开了对“读后续写法”能否提高高中生英语写作的复杂性、准确性及流利性的研究。参与本文研究的主体是来自于某某中学高中部高三两个平行班的60名学生。主要的研究工具包括一次前测,两次后测及对实验班30名学生进行的访谈。整个实验研究历时十九周。其中第一周作为前测,以确定实验组与控制组在实验教学前,在英语写作能力方面没有明显的差异。第二周到第十三周用来实验教学。第十四周进行第一次后测,以了解“读后续写法”在高中英语写作中的有效性及其对英语写作的复杂性、准确性、流畅性的提高效果。第十五周到第十八周没有任何的教学干预,然后在第十九周进行第二次后测,旨在探索“读后续写法”的有效性是否具有持续性。本研究利用SPSS软件对实验结果进行了定量和质性分析及讨论。最后本研究的主要发现有:一、“读后续写法”能够提高高中学生英语写作的能力,并且此方法的有效性在一个月无任何干预的情况下依然存在,而且实验组成绩表现显著高于对比组成绩表现。二、“读后续写法”能够促进高中学生英语写作复杂性方面能力的发展,并且此方法的有效性在一个月无任何干预的情况下依然存在,而且实验组成绩表现显著高于对照组成绩表现。三、从实验组本身的平均分变化及发展趋势的实验数据来看,“读后续写法”能够促进高中学生英语写作准确性方面能力的发展;但从独立样本T检验的数据结果来看,实验组成绩表现与对比组成绩表现差异不显著。四、从实验组本身的平均分变化及发展趋势的实验数据来看,“读后续写法”能够促进高中学生英语写作流利性方面能力的发展;但从独立样本T检验的数据结果来看,实验组成绩表现与对比组成绩表现差异不显著。通过对实验组学生的访谈得知,一方面,学生对“读后续写法”很感兴趣,并且认为这种方法能够激发他们的写作热情,发挥他们的想象力,活跃他们的思维。另一方面,因为“读后续写法”的题型与本实验中对象所在省高考题型不一致,导致部分学生对“读后续写法”有所偏见,在学习过程中不够认真,教学效果受到影响。
[Abstract]:In the high school English learning stage, English writing ability has been attached great importance by teachers and students. After many years of research, Professor Wang Juming put forward the method of "reading follow-up writing" in 2012, and pointed out that "after reading and writing" is an effective method to improve the efficiency of foreign language learning. This study is to explore whether the following reading method can effectively improve students' English writing performance in senior high school English learning. According to the three-sex analysis, this thesis has carried out a study on whether "reading follow-up writing" can improve the complexity, accuracy and fluency of senior high school students' English writing. The main body of this study is 60 students from two parallel classes of Senior three. The main research tools include a pre-test, two post-tests and interviews with 30 students in the experimental class. The whole study lasted 19 weeks. The first week was used as a pretest to determine that there was no significant difference in English writing ability between the experimental group and the control group before the experiment. The second week and the thirteenth week are used for experimental teaching. The first posttest was conducted in the 14th week to understand the effectiveness of "reading follow-up writing" in senior high school English writing and its complexity, accuracy and fluency in English writing. From the fifteenth week to the eighteenth week, there was no teaching intervention, and then a second post-test was conducted in the nineteenth week, in order to explore whether the effectiveness of "reading follow-up writing" was sustainable. In this study, the quantitative and qualitative analysis and discussion of the experimental results were carried out by using SPSS software. Finally, the main findings of this study are as follows: first, "Reading Follow-up Writing" can improve the English writing ability of senior high school students, and the effectiveness of this method still exists without any intervention in one month. Moreover, the performance of the experimental group was significantly higher than that of the contrast group. Second, "Reading Follow-up Writing" can promote the development of English writing complexity of senior high school students, and the effectiveness of this method still exists without any intervention in a month. Moreover, the performance of the experimental group was significantly higher than that of the control group. Thirdly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing" can promote the development of English writing accuracy of senior high school students, but from the data of independent sample T test, we can see that the following writing method can promote the development of English writing accuracy of senior high school students. There was no significant difference between the experimental group and the contrast group. Fourthly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing method" can promote the development of English writing fluency ability of senior high school students, but from the data of independent sample T test, it can be seen from the results of independent sample T test. There was no significant difference between the experimental group and the contrast group. On the one hand, the students are very interested in "reading follow-up writing", and think that this method can arouse their writing enthusiasm, play their imagination, and activate their thinking. On the other hand, because the question type of "reading follow-up writing" is not consistent with that of the subjects in this experiment, some students are biased against "reading follow-up writing", so they are not serious enough in the process of study, and the teaching effect is affected.
【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
本文编号：2196183
[Abstract]:In the high school English learning stage, English writing ability has been attached great importance by teachers and students. After many years of research, Professor Wang Juming put forward the method of "reading follow-up writing" in 2012, and pointed out that "after reading and writing" is an effective method to improve the efficiency of foreign language learning. This study is to explore whether the following reading method can effectively improve students' English writing performance in senior high school English learning. According to the three-sex analysis, this thesis has carried out a study on whether "reading follow-up writing" can improve the complexity, accuracy and fluency of senior high school students' English writing. The main body of this study is 60 students from two parallel classes of Senior three. The main research tools include a pre-test, two post-tests and interviews with 30 students in the experimental class. The whole study lasted 19 weeks. The first week was used as a pretest to determine that there was no significant difference in English writing ability between the experimental group and the control group before the experiment. The second week and the thirteenth week are used for experimental teaching. The first posttest was conducted in the 14th week to understand the effectiveness of "reading follow-up writing" in senior high school English writing and its complexity, accuracy and fluency in English writing. From the fifteenth week to the eighteenth week, there was no teaching intervention, and then a second post-test was conducted in the nineteenth week, in order to explore whether the effectiveness of "reading follow-up writing" was sustainable. In this study, the quantitative and qualitative analysis and discussion of the experimental results were carried out by using SPSS software. Finally, the main findings of this study are as follows: first, "Reading Follow-up Writing" can improve the English writing ability of senior high school students, and the effectiveness of this method still exists without any intervention in one month. Moreover, the performance of the experimental group was significantly higher than that of the contrast group. Second, "Reading Follow-up Writing" can promote the development of English writing complexity of senior high school students, and the effectiveness of this method still exists without any intervention in a month. Moreover, the performance of the experimental group was significantly higher than that of the control group. Thirdly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing" can promote the development of English writing accuracy of senior high school students, but from the data of independent sample T test, we can see that the following writing method can promote the development of English writing accuracy of senior high school students. There was no significant difference between the experimental group and the contrast group. Fourthly, from the experimental data of the average score change and development trend of the experimental group itself, the "reading follow-up writing method" can promote the development of English writing fluency ability of senior high school students, but from the data of independent sample T test, it can be seen from the results of independent sample T test. There was no significant difference between the experimental group and the contrast group. On the one hand, the students are very interested in "reading follow-up writing", and think that this method can arouse their writing enthusiasm, play their imagination, and activate their thinking. On the other hand, because the question type of "reading follow-up writing" is not consistent with that of the subjects in this experiment, some students are biased against "reading follow-up writing", so they are not serious enough in the process of study, and the teaching effect is affected.
【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
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