基于思维导图的课文复述对高中生英语写作的影响

发布时间：2021-08-16 00:52

　　辽宁省在新一轮高考英语改革中变动最大的就是书面表达部分,不仅英语写作的考查形式越来越多样,也增加了写作在整个测试中的分值。从2021年起,辽宁省对高中英语书面表达的考查形式变为应用文写作和读后续写。毫无疑问,如何使高中生的英语写作达到有条理有内容是现阶段值得思考的问题。思维导图是近几年教学中广泛使用的一种方法,它也被广泛应用到英语教学中。将思维导图应用于课文复述中能够提高学生对课文内容以及结构的整体把握能力,提高学生的语篇意识,从而促进学生英语写作的进步。英语写作是学生语篇能力的一种体现方式,而语篇是新课标英语教学的一个重要内容。与过去的英语课程标准相比,新的课程标准更加重视语篇。《普通高中英语课程标准（2017年版）》提出了由六个要素构成的课程内容和内容标准。本次修订在课程内容的第三个要素语言知识中补充了语篇和语用两种新的语言知识内容。英语写作是在学生具备一定的词汇、句法、语篇知识后对学生写作能力的考查。因此,本研究以建构主义理论、语篇分析理论为指导,将思维导图应用到课文复述中,并探究通过基于思维导图的课文复述对高中生英语写作的影响。本研究从以下几个问题展开研究:（1）通过基于思维导... 

【文章来源】：辽宁师范大学辽宁省

【文章页数】：67 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Ⅰ Introduction
    1.1 Research Background
        1.1.1 The Proposal of English Subject Core Competencies and itsRequirements on Senior High School Students’English Writing
        1.1.2 Activities in the new English Textbook
        1.1.3 Importance of Improving English Writing Ability
        1.1.4 Mind Mapping on Teaching and Learning
    1.2 Significance of this Research
    1.3 The Structure of this Research
Ⅱ Literature Review
    2.1 Methods to Improve Students'English Writing Ability
        2.1.1 Research at Home
        2.1.2 Research Abroad
    2.2 Review of Text-retelling
        2.2.1 Research of Text-retelling at Home
        2.2.2 Research of Text-retelling Abroad
    2.3 Review of Text-retelling in English Writing
Ⅲ Theoretical Foundations
    3.1 Constructivism Theory and English Writing
    3.2 Discourse Analysis Theory and English Writing
Ⅳ Research Design
    4.1 Subjects of the Research
    4.2 Research Questions
    4.3 Instruments
    4.4 Materials Used for this Research
    4.5 Procedures of the Experiment
Ⅴ Results and Analysis
    5.1 Data Collection
    5.2 Results Analysis
        5.2.1 Data Analysis
        5.2.2 Analysis of the first Research Question
        5.2.3 Analysis of the second Research Question
        5.2.4 Analysis of the third Research Question
Ⅵ Conclusion
    6.1 Major Findings
    6.2 Implications of the Research
    6.3 Limitations of the Research
References
Appendix A Pretest
Appendix B Post-test
Appendix C Soring Criteria
Appendix D Pre-experiment Questionnaire
Appendix E Post-experiment Questionnaire
Appendix F Results of the Pre-experiment Questionnaire
Appendix G Results of the Post-experiment Questionnaire
Appendix H Text-retelling activities in the new English textbook
Appendix I Dimensions of English Language Use Competence
Appendix J Descriptions of the three Levels of Language Competence
Appendix K Students’Mind Maps
Appendix L Students’English Writing Drafts
Acknowledgements



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