读写结合法在高一英语写作教学中的运用研究
发布时间：2021-02-28 14:01
在全球化的当今社会,英语在连接各国及各种文化之间起着重要的桥梁作用。在英语的四项技能中,写作作为一种输出型技能是语言综合运用能力的体现。我国《全日制普通高中英语教学大纲》指出“语言技能中的理解性技能和表达技能在语言学习过程中相辅相成、互相促进。学生应通过大量的专项和综合性语言实践活动,发展语言技能,为真实语言交际打基础”。长期以来,我国中学英语写作教学的模式多采用传统型教学方法,随着学习的深入,学生的写作现状并不理想。高一作为承上启下的学习阶段,学生的写作能力却令人堪忧。调查显示,学生对英语写作缺乏信心,缺少兴趣,成绩不佳,这些都与教师的写作教学方式有着必然的联系。因此,许多研究者与教师针对写作教学方法进行了不断的改革与创新,一些符合外语学习规律,符合时代特点,符合学生需求的教学方法应运而生。基于此,本研究以Krashen的输入理论和Swain的输出理论为主要理论依据,将读写结合法运用到高一英语的写作教学中,重点研究以下两个问题:1.运用读写结合法是否能够提高高一学生的英语写作成绩?2.运用读写结合法之后,学生对于英语写作的态度和习惯会产生什么变化?为回答上述两个实验问题,本研究以笔者...
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
中文摘要
ABSTRACT
ChapterⅠ Introduction
1.1 Research Background
1.2 Current Situation of Senior One Students’English Writing
1.3 Current Situation of Teaching English Writing for Senior OneStudents
1.4 Research Purpose and Significance
1.5 Framework of the Thesis
ChapterⅡ Literature Review
2.1 Definitions of Key Terms
2.1.1 Definition of reading
2.1.2 Definition of writing
2.1.3 Definition of integrated skills of reading and writing
2.2 The Interpretation of the Combination of Reading and WritingApproach
2.3 Research on the Application of the Combination of Reading andWriting Approach at Home and Abroad
2.3.1 Relevant research abroad
2.3.2 Relevant research at home
2.4 Theoretical Foundations
2.4.1 Input Hypothesis
2.4.2 Output Hypothesis
2.4.3 Reinforcement Theory
2.4.4 The Ebbinghaus Forgetting Curve theory
ChapterⅢ Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Questionnaires
3.4 Research Procedure
3.5 Implementation of the Experiment
3.5.1 The teaching procedure in EC
3.5.1.1 Choosing reading materials in EC
3.5.1.2 Teaching steps in EC
3.5.1.3 A teaching sample in EC
3.5.1.4 Students’homework presentation in EC
3.5.2 Teaching procedure in CC
3.5.2.1 Teaching steps in CC
3.5.2.2 Students’homework presentation in CC
3.5.3 Summary
ChapterⅣ Research Results and Discussion
4.1 The Analysis of the Tests
4.1.1 The analysis of the pre-test
4.1.2 The analysis of the of post-test
4.1.3 The comparative analysis of pre-test and post-test betweenEC and CC
4.1.3.1 The comparison of the content scores in students’writing test
4.1.3.2 The comparison of language use scores in students’writing test
4.1.3.3 The comparison of organization scores in students’writing test
4.2 Discussion of the Writing Results in EC and CC
4.3 The Analysis of the Questionnaire
4.3.1 The analysis of pre-questionnaire between EC and CC
4.3.2 The comparison between EC’s Pre-questionnaire and Post-questionnaire
4.3.3 The comparison of students’ English writing attitude between EC’s Pre-questionnaire and Post-questionnaire
4.3.4 The comparison of students’ English writing habit between EC’s Pre-questionnaire and Post-questionnaire
4.4 Discussion of the Questionnaire Results
ChapterⅤ Conclusion
5.1 Major Findings
5.2 Research Implications
5.3 Research Limitations and Suggestions
References
AppendixⅠ Questionnaire
AppendixⅡ Pre-test
AppendixⅢ Post-test
AppendixⅣ Writing Scoring Standard of English Composition inCollege Entrance Examination
AppendixⅤ Reading Topic and Writing Genre of Each Unit in theTextbook
AppendixⅥ Reading Materials
AppendixⅦ The Results of EC’s Pre-questionnaire
AppendixⅧ The Results of EC’s Post-questionnaire
AppendixⅨ The Results of CC’s Pre-questionnaire
AppendixⅩ The Results of EC’s Pre-test and post-test
AppendixⅪ The Results of CC’s Pre-test and post-test
Acknowledgements
【参考文献】：
期刊论文
[1]例谈高中英语读写结合设计的有效性[J]. 程芳. 英语教师. 2016(02)
[2]模因论对大学英语“读写结合”教学的启示[J]. 王勤梅. 湖北第二师范学院学报. 2015(03)
[3]读写结合的理论基础[J]. 黄伟. 江苏教育. 2013(45)
[4]以读促写 循序渐进[J]. 曹敏. 中小学外语教学(中学篇). 2011(02)
[5]读写结合法是提高英语写作水平的途径[J]. 谢莉萍. 吉林省教育学院学报(学科版). 2009(10)
[6]加强语文实践 重视读写结合[J]. 张吉彬. 中学语文. 2008(09)
[7]读写结合——一项英语写作教学的试验[J]. 孙云波. 昆明理工大学学报(社会科学版). 2003(04)
[8]由读悟写谈读写结合之道[J]. 罗晓军. 成都教育学院学报. 2001(11)
[9]改进英语写作教学的重要举措:过程教学法[J]. 李森. 外语界. 2000(01)
[10]谈阅读与写作的交融性[J]. 谢薇娜. 外语教学. 1994(04)
硕士论文
[1]初高中英语衔接教育教学实证研究[D]. 余晓燕.华中师范大学 2017
[2]“支架式”教学模式在高中写作课堂中的实验研究[D]. 钱晓琦.内蒙古师范大学 2012
[3]应用读写结合法提高九年级学生英语写作水平的行动研究[D]. 李茜.新疆师范大学 2011
本文编号：3055957
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
中文摘要
ABSTRACT
ChapterⅠ Introduction
1.1 Research Background
1.2 Current Situation of Senior One Students’English Writing
1.3 Current Situation of Teaching English Writing for Senior OneStudents
1.4 Research Purpose and Significance
1.5 Framework of the Thesis
ChapterⅡ Literature Review
2.1 Definitions of Key Terms
2.1.1 Definition of reading
2.1.2 Definition of writing
2.1.3 Definition of integrated skills of reading and writing
2.2 The Interpretation of the Combination of Reading and WritingApproach
2.3 Research on the Application of the Combination of Reading andWriting Approach at Home and Abroad
2.3.1 Relevant research abroad
2.3.2 Relevant research at home
2.4 Theoretical Foundations
2.4.1 Input Hypothesis
2.4.2 Output Hypothesis
2.4.3 Reinforcement Theory
2.4.4 The Ebbinghaus Forgetting Curve theory
ChapterⅢ Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Questionnaires
3.4 Research Procedure
3.5 Implementation of the Experiment
3.5.1 The teaching procedure in EC
3.5.1.1 Choosing reading materials in EC
3.5.1.2 Teaching steps in EC
3.5.1.3 A teaching sample in EC
3.5.1.4 Students’homework presentation in EC
3.5.2 Teaching procedure in CC
3.5.2.1 Teaching steps in CC
3.5.2.2 Students’homework presentation in CC
3.5.3 Summary
ChapterⅣ Research Results and Discussion
4.1 The Analysis of the Tests
4.1.1 The analysis of the pre-test
4.1.2 The analysis of the of post-test
4.1.3 The comparative analysis of pre-test and post-test betweenEC and CC
4.1.3.1 The comparison of the content scores in students’writing test
4.1.3.2 The comparison of language use scores in students’writing test
4.1.3.3 The comparison of organization scores in students’writing test
4.2 Discussion of the Writing Results in EC and CC
4.3 The Analysis of the Questionnaire
4.3.1 The analysis of pre-questionnaire between EC and CC
4.3.2 The comparison between EC’s Pre-questionnaire and Post-questionnaire
4.3.3 The comparison of students’ English writing attitude between EC’s Pre-questionnaire and Post-questionnaire
4.3.4 The comparison of students’ English writing habit between EC’s Pre-questionnaire and Post-questionnaire
4.4 Discussion of the Questionnaire Results
ChapterⅤ Conclusion
5.1 Major Findings
5.2 Research Implications
5.3 Research Limitations and Suggestions
References
AppendixⅠ Questionnaire
AppendixⅡ Pre-test
AppendixⅢ Post-test
AppendixⅣ Writing Scoring Standard of English Composition inCollege Entrance Examination
AppendixⅤ Reading Topic and Writing Genre of Each Unit in theTextbook
AppendixⅥ Reading Materials
AppendixⅦ The Results of EC’s Pre-questionnaire
AppendixⅧ The Results of EC’s Post-questionnaire
AppendixⅨ The Results of CC’s Pre-questionnaire
AppendixⅩ The Results of EC’s Pre-test and post-test
AppendixⅪ The Results of CC’s Pre-test and post-test
Acknowledgements
【参考文献】：
期刊论文
[1]例谈高中英语读写结合设计的有效性[J]. 程芳. 英语教师. 2016(02)
[2]模因论对大学英语“读写结合”教学的启示[J]. 王勤梅. 湖北第二师范学院学报. 2015(03)
[3]读写结合的理论基础[J]. 黄伟. 江苏教育. 2013(45)
[4]以读促写 循序渐进[J]. 曹敏. 中小学外语教学(中学篇). 2011(02)
[5]读写结合法是提高英语写作水平的途径[J]. 谢莉萍. 吉林省教育学院学报(学科版). 2009(10)
[6]加强语文实践 重视读写结合[J]. 张吉彬. 中学语文. 2008(09)
[7]读写结合——一项英语写作教学的试验[J]. 孙云波. 昆明理工大学学报(社会科学版). 2003(04)
[8]由读悟写谈读写结合之道[J]. 罗晓军. 成都教育学院学报. 2001(11)
[9]改进英语写作教学的重要举措:过程教学法[J]. 李森. 外语界. 2000(01)
[10]谈阅读与写作的交融性[J]. 谢薇娜. 外语教学. 1994(04)
硕士论文
[1]初高中英语衔接教育教学实证研究[D]. 余晓燕.华中师范大学 2017
[2]“支架式”教学模式在高中写作课堂中的实验研究[D]. 钱晓琦.内蒙古师范大学 2012
[3]应用读写结合法提高九年级学生英语写作水平的行动研究[D]. 李茜.新疆师范大学 2011
本文编号：3055957
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/3055957.html
