支架教学在高中英语写作教学中的应用现状及其影响因素的调查研究
发布时间：2019-04-04 11:41
【摘要】：随着现代教育的快速发展和支架理论的逐步成熟完善,高中教师日益广泛地把支架理论应用在日常英语写作教学中,支架理论的应用研究也吸引着许多研究者开展探究。本文重点研究以下两个问题:在牡丹江地区高中英语写作教学中教师呈现的支架种类的使用现状如何;影响高中教师支架选择使用现状的因素有哪些。本文通过课堂观察法,问卷调查法和访谈法实施分析顺利开展研究。调查研究发现:1.教师和学生普遍认同示范支架的广泛使用,游戏支架使用最少。除此之外,高一年级师生都认为应用较频繁的是鼓励支架。同时,对于高一教师而言,情景支架的应用频次也较高。高二年级师生都倾向于合作和情景支架的使用。高三年级师生在合作支架的广泛使用方面意见一致,此外教师还认同建议支架的应用效果。尖刀班倾向于使用合作和情景支架,而普通班倾向示范、建议和鼓励支架。2.产生这种现状的影响因素主要来自师生两方面。从学生方面,主要因素为学生接受水平和学生需求。从教师方面,主要因素为教学目标和教师角色。除此之外,其影响因素还包括操作程序,活动设计,评价方式,教学模式,学生注意力,学生兴趣,写作学习习惯和教师自身支架教学理论的知识储备。本研究有助于完善对支架教学原则的理解和实施,提高教师的教学水平,帮助学生解决写作中的困难,更好地促进英语写作教学,最终改善教学质量。
[Abstract]:With the rapid development of modern education and the gradual maturity and perfection of scaffolding theory, senior high school teachers have increasingly applied scaffolding theory to daily English writing teaching. The application of scaffolding theory has attracted many researchers to explore. This paper focuses on the following two issues: in Mudanjiang high school English writing teaching, teachers present the current situation of the use of scaffolds presented by teachers, and what are the factors that affect the selection and use of stents for senior high school teachers. This article through classroom observation method, questionnaire survey method and interview method implementation analysis carries out the research smoothly. Findings of investigation: 1. Teachers and students generally agree that demonstration brackets are widely used, and game stents are least used. In addition, senior grade teachers and students believe that the more frequent use is to encourage scaffolds. At the same time, for senior high school teachers, the application frequency of situational scaffolds is also higher. Teachers and students in senior two tend to cooperate and use situational scaffolds. The teachers and students in the third grade of senior high school agree with each other on the widespread use of cooperative scaffolds, and the teachers also agree with the application effect of the proposed scaffolds. Sharp-knife classes tend to use cooperative and situational stents, while ordinary classes tend to demonstrate, recommend and encourage stents. 2. The factors that influence the present situation mainly come from two aspects: teachers and students. From the student aspect, the main factor is the student acceptance level and the student demand. From the teacher aspect, the main factors are the teaching goal and the teacher's role. In addition, the influencing factors include operation procedure, activity design, evaluation method, teaching mode, students' attention, students' interest, writing learning habits and the knowledge reserve of teachers' self-supporting teaching theory. This study is helpful to improve the understanding and implementation of the principles of scaffolding teaching, improve the teaching level of teachers, help students solve the difficulties in writing, promote the teaching of English writing better, and finally improve the teaching quality.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2453776
[Abstract]:With the rapid development of modern education and the gradual maturity and perfection of scaffolding theory, senior high school teachers have increasingly applied scaffolding theory to daily English writing teaching. The application of scaffolding theory has attracted many researchers to explore. This paper focuses on the following two issues: in Mudanjiang high school English writing teaching, teachers present the current situation of the use of scaffolds presented by teachers, and what are the factors that affect the selection and use of stents for senior high school teachers. This article through classroom observation method, questionnaire survey method and interview method implementation analysis carries out the research smoothly. Findings of investigation: 1. Teachers and students generally agree that demonstration brackets are widely used, and game stents are least used. In addition, senior grade teachers and students believe that the more frequent use is to encourage scaffolds. At the same time, for senior high school teachers, the application frequency of situational scaffolds is also higher. Teachers and students in senior two tend to cooperate and use situational scaffolds. The teachers and students in the third grade of senior high school agree with each other on the widespread use of cooperative scaffolds, and the teachers also agree with the application effect of the proposed scaffolds. Sharp-knife classes tend to use cooperative and situational stents, while ordinary classes tend to demonstrate, recommend and encourage stents. 2. The factors that influence the present situation mainly come from two aspects: teachers and students. From the student aspect, the main factor is the student acceptance level and the student demand. From the teacher aspect, the main factors are the teaching goal and the teacher's role. In addition, the influencing factors include operation procedure, activity design, evaluation method, teaching mode, students' attention, students' interest, writing learning habits and the knowledge reserve of teachers' self-supporting teaching theory. This study is helpful to improve the understanding and implementation of the principles of scaffolding teaching, improve the teaching level of teachers, help students solve the difficulties in writing, promote the teaching of English writing better, and finally improve the teaching quality.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关期刊论文 前2条
1 黄锦超;;支架式教学在高中英语写作中的应用[J];课程教育研究;2013年13期
2 蔡慧萍;方琰;;英语写作教学现状调查与分析[J];外语与外语教学;2006年09期
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