“以读促写”教学模式在高中英语写作中的应用研究

发布时间：2022-01-21 05:37

　　作为语言输出的一种重要形式,写作在英语教学中非常重要。然而我国目前的英语写作教学情况却不容乐观。写作仍然是学生掌握较为薄弱的一个环节,也是困扰英语教师的一大难题。近年来,“以读促写”这一教学模式作为一种有效的教学模式,已经得到了很多学者的关注。因此,本文在输入假说与输出假说、输出驱动和输入促成假说以及图式理论的基础上,提出了“以读促写”教学模式。本文采用实证研究的方法,研究了“以读促写”教学模式对高中英语写作教学的影响。本论文的主要研究问题如下:1.“以读促写”教学模式对学生英语写作兴趣的影响是什么?2.“以读促写”教学模式在多大程度上会影响学生的写作能力?3.采用“以读促写”教学模式之后,学生批判性思维能力的变化是什么?本研究选取了山西省长治市沁源县第一中学高一年级两个平行班的113名学生作为研究对象,进行了为期16周的教学研究。一班为实验班,有56名学生,采用以读促写的教学方法;二班为控制班,有57名学生,采用传统的英语写作教学方法。本研究采用定性和定量相结合的研究方法,利用问卷调查、测试和访谈进行研究分析,结果如下:通过“以读促写”教学模式,学生的英语写作兴趣有极大的改善,英语写... 

【文章来源】：渤海大学辽宁省

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 English writing teaching approaches
    2.2 A brief review of“Reading-to-Writing”teaching mode
        2.2.1 Definition of“Reading-to-Writing”teaching mode
        2.2.2 Characteristics of“Reading-to-Writing”teaching mode
        2.2.3 Present studies of“Reading-to-Writing”teaching mode abroad
        2.2.4 Present studies of“Reading-to-Writing”teaching mode at home
    2.3 Theoretical basis of“Reading-to-Writing”teaching mode
        2.3.1 The Input Hypothesis and the Output Hypothesis
        2.3.2 Output-Driven and Input-Enabled Hypothesis
        2.3.3 Schema Theory
    2.4 The Application of“Reading-to-Writing”teaching mode in English writing teaching
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 The questionnaires of writing interest
        3.3.2 The questionnaires of critical thinking ability
        3.3.3 Test
        3.3.4 Interview
        3.3.5 SPSS software
    3.4 Research procedure
    3.5 Teaching procedure
        3.5.1 Teaching procedure in the experimental class
        3.5.2 Teaching procedure in the control class
        3.5.3 A sample lesson in the experimental class
        3.5.4 A sample lesson in the control class
    3.6 Data collection
Chapter Four Data Analysis and Discussion
    4.1 Results and analysis of the students’writing interest
        4.1.1 Results and analysis of the pre-questionnaire in EC and CC
        4.1.2 Results and analysis of the post-questionnaire in EC and CC
        4.1.3 Results and analysis of the pre-questionnaire and post-questionnaire in EC
        4.1.4 Results and analysis of the pre-questionnaire and post-questionnaire in CC
    4.2 Results and analysis of the students’writing ability
        4.2.1 Results and analysis of the pre-test in EC and CC
        4.2.2 Results and analysis of the post-test in EC and CC
        4.2.3 Results and analysis of the pre-test and post-test in EC
        4.2.4 Results and analysis of the pre-test and post-test in CC
    4.3 Results and analysis of the students’critical thinking skills
        4.3.1 Results and analysis of the pre-questionnaire in EC and CC
        4.3.2 Results and analysis of the post-questionnaire in EC and CC
        4.3.3 Results and analysis of the pre-questionnaire and post-questionnaire in EC
        4.3.4 Results and analysis of the pre-questionnaire and post-questionnaire in CC
    4.4 Results and analysis of the interview
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication for teachers and students
    5.3 Limitations of the study
    5.4 Suggestions for future research
References
Appendices
    AppendixⅠ Questionnaire for English writing interest among Senior High SchoolStudents(Chinese Version)
    AppendixⅡ Questionnaire for Critical Thinking Ability among Senior High SchoolStudents(Chinese Version)
    AppendixⅢ Pre-test
    AppendixⅣ Post-test
    AppendixⅤ Interview(Chinese Version)
    AppendixⅥ Writing practice task
Acknowledgements
The list of the research papers published by author



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