思维导图在大学英语读写结合教学中的实证研究

发布时间：2021-03-06 07:09

　　阅读和写作一直是大学英语教学的重要环节。且两者之间有着密不可分的关系,阅读是语言输入的重要方式,写作是语言输出的重要方式。近年来,大量的研究表明“读写结合”教学模式能有效提高学生的写作水平。但教学实践中,作者发现存在学生缺乏写作兴趣,写作内容生搬硬套,文章结构混乱等问题。思维导图作为一种可视化的知识表征工具,贯穿于阅读和写作教学,有利于提高学生分析能力,培养发散性思维能力,激发写作灵感。因此,本研究以输入和输出假说为理论基础,构建了思维导图辅助大学英语读写结合教学模式,并将其应用于实际教学,旨在优化大学英语读写结合的教学模式。本研究历时一个学期,以L学院的两个自然班为研究对象,共计66人。通过实验研究,测试及访谈,从实证角度研究以下问题:此教学模式对学生的整体英语写作水平会产生何种影响?此教学模式对学生英语写作的内容、结构和语言方面会产生何种影响?学生对此教学模式持何种态度?通过运用SPSS 22.0分析实验前后学生写作水平的变化,发现实验班学生的写作成绩明显高于控制班,证明思维导图辅助大学英语读写结合教学模式对提高学生整体写作水平具有积极作用。而且,此模式能够提高学生写作的内容和结构... 

【文章来源】：桂林理工大学广西壮族自治区

【文章页数】：79 页

【学位级别】：硕士

【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Mind Mapping
        2.1.1 Definition of Mind Mapping
        2.1.2 Features of Mind Mapping
    2.2 Theoretical Basis
        2.2.1 Input Hypothesis
        2.2.2 Output Hypothesis
    2.3 Previous Studies on Mind Mapping
        2.3.1 Previous Studies on Mind Mapping Abroad
        2.3.2 Previous Studies on Mind Mapping at Home
    2.4 Mind Mapping in Reading-Writing Teaching Model
        2.4.1 Concept of Reading-Writing Teaching Model
        2.4.2 Previous Studies on Reading-Writing Teaching Model Abroad
        2.4.3 Previous Studies on Reading-Writing Teaching Model at Home
        2.4.4 Application of Mind Mapping in Reading-Writing Teaching Model
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1Tests
        3.3.2 Scoring Standard of Composition
        3.3.3 Interviews
    3.4 Research Procedures
        3.4.1 The Teaching Experiment Design
        3.4.2 A Teaching Case in Experimental Class
    3.5 Data Collection
Chapter4 Results and Discussion
    4.1 The Results and Discussion of Tests
        4.1.1 Effects of Mind Mapping on Students’Overall English WritingProficiency
        4.1.2 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Content
        4.1.3 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Organization
        4.1.4 Effects of Mind Mapping on Students’English Writing Proficiency inTerms of Language
    4.2 The Results and Discussion of Interviews
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions
Bibliography
Appendix1
Appendix2
Appendix3
Appendix4
Appendix5
Appendix6
Resume
Papers Published During the Study for M.A.Degree
Acknowledgement



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