抛锚式教学在高中英语写作教学中的应用研究

发布时间：2021-12-24 18:11

　　众所周知,写作作为人类所特有的一项沟通手段,是人们传递信息,传达感情的重要媒介。在高中英语教学中,写作也发挥着至关重要的作用,它是衡量学生英语水平的重要考量。然而,高中英语写作课堂暴露出的问题较多,教学实际情况不容乐观,具体来说,学生对英语写作失去信心,难以根据不同的写作主题灵活采用合适的词汇表达与句法结构等问题较为突出。抛锚式教学模式中的“锚”可以是一个问题,一则视频,一段对话等等,抛锚即提出问题,抛锚式教学模式倡导在较为真实的情境中开展教学,提出问题,学生通过独立学习与合作学习的方式来解决问题。笔者认为该教学模式对写作教学具有一定的效果。因此,本文试图将抛锚式教学法应用于高中英语写作课堂,从而为师生探索出一种更适合高中英语写作现状的教学方法来解决目前的写作教学困境。本研究拟通过为期四个半月的教学实验来探讨抛锚式教学法在高中英语写作教学中的可行性及有效性,并试图回答以下三个问题:（1）如何将抛锚式教学模式有效应用于高中英语写作课堂?（2）抛锚式教学模式对不同程度的学生英语写作能力产生何种影响?（3）抛锚式教学模式对学生的英语写作意识产生了何种影响?为了回答以上问题,该实验选取了笔者实... 

【文章来源】：河南大学河南省

【文章页数】：104 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Questions
    1.4 Research Methods
    1.5 Thesis Structure
Chapter Two Literature Review
    2.1 Previous Studies on Anchored Instruction in English Writing Teaching Abroad
    2.2 Previous Studies on Anchored Instruction in English Writing Teaching at Home
        2.2.1 For Basic Education
        2.2.2 For Higher Education
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Theoretical Basis of Anchored Instruction
        3.1.1 Constructivism
        3.1.2 Situated Cognition
    3.2 Anchored Instruction
        3.2.1 Definition of Anchored Instruction
        3.2.2 Characteristics of Anchored Instruction
        3.2.3 Procedures of Anchored Instruction
    3.3 Anchored Instruction Under the Guidance of Constructivism and Situated Cognition
Chapter Four Research Design
    4.1 Research Hypothesis
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
        4.3.3 Interview
        4.3.4 Classroom Observation
        4.3.5 SPSS
    4.4 Research Procedures
        4.4.1 Pre-test
        4.4.2 Pre-questionnaire
        4.4.3 Teaching Experiment
        4.4.4 Post-test
        4.4.5 Post-questionnaire and Interview
    4.5 A Sample Lesson in EC
Chapter Five Data Analysis and Discussion
    5.1 Data Analysis of the Tests
        5.1.1 Data Analysis of the Pre-test in CC and EC
        5.1.2 Data Analysis of the Post-test in CC and EC
        5.1.3 Data Analysis of Results of Pre-test and Post-test in EC
        5.1.4 Data Analysis of Results of Pre-test and Post-test in CC
        5.1.5 Data Analysis of Students'Scores of Different Levels in EC between Pre-test and Post-test
    5.2 Data Analysis of the Questionnaire
        5.2.1 Data Analysis of the Pre-questionnaire both in EC and CC
        5.2.2 Data Analysis of the Post-questionnaire in EC
    5.3 Analysis of Interview
    5.4 Results Analysis of Class Observation
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ Table for Class Observation
Appendix Ⅵ Scores of Pre-test and Post-test in EC
Appendix Ⅶ Table for Evaluation



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