过程写作法在高中英语写作课堂上的应用研究

发布时间：2022-12-23 21:49

　　“写作是学习英语语言的基本技能之一,同时也能直接体现出学生英语水平的高低”（王美玲,2014:51）。《普通高中英语课程标准（2017）年版》明确指出:“写是书面表达和传递信息的交际能力。培养学生初步写的能力是高中英语教学的目的之一”。与传统的只关注英语写作结果的结果写作法比较,过程写作法更加关注英语写作的过程,评价和反馈,同时也更加关注学生间、师生间的交流与合作。因此,笔者以交际理论、合作学习理论、人本主义理论以及建构主义理论为指导,将过程写作法运用在高中英语写作课堂上进行研究。本文主要研究并回答以下两个问题:1.过程写作法能够有效地提高学生的英语写作成绩吗?2.在课堂上实施过程写作教学法后,学生对英语写作的态度如何?笔者选取可克达拉市64团中学其高三年级两个班,其中,高三1班为实验班,高三5班为控制班,共九十九名学生进行了约15周的实验。实验班有50名学生,教师采用过程写作教学法进行写作教学。控制班有49名学生,采用结果写作法进行写作教学。在实验过程中,笔者通过访谈,调查问卷,前后测试,以及相关的数据分析来开展此次实验并得出最终结论。研究表明:（1）与传统的结果写作法相比,过程写作... 

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
1.Introduction
    1.1 Background of the Research
        1.1.1 High requirements in English writing
        1.1.2 Problems in English writing
        1.1.3 The necessity of introducing the Process Approach
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
2.Literature Review
    2.1 Definition of Related Concepts
        2.1.1 Definition of the Process Approach
        2.1.2 Features of the Process Approach
        2.1.3 Mode of the Process Approach
        2.1.4 Definition of the Product Approach
        2.1.5 Definition of English Writing
    2.2 The Related Theoretical Basis of the Process Approach
        2.2.1 Communicative Theory
        2.2.2 Cooperative Learning Theory
        2.2.3 Humanism Theory
        2.2.4 Constructivism Theory
    2.3 Research Status on the Process Approach Abroad and at Home
        2.3.1 Research on the Process Approach Abroad
        2.3.2 Research on the Process Approach at home
        2.3.3 Limitations of the Previous Researches
3.Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Pre-test
        3.4.2 Post-test
        3.4.3 Questionnaire
        3.4.4 Interview
    3.5 Teaching Experiments
        3.5.1 The Process Approach Teaching Mode
        3.5.2 The Product Approach Teaching Mode
        3.5.3 Teaching Contents and Teaching Plan of EC and CC
        3.5.4 Teaching Samples
4.Results and Discussion
    4.1 Results of Students’ English Writing Achievements
        4.1.1 Results of the Comparision of CC and EC’s Writing Achievements in the Pre-test and Post-test
        4.1.2 Results of the EC’s Writing Achievements in the Pre-test and the Post-test
        4.1.3 Results of the CC’s Writing Achievements in the Pre-test and the Post-test
        4.1.4 Results of the CC and EC’s Writing Achievements in the post-test
    4.2 Results of the students’ Attitude from the Questionnaires
        4.2.1 Results of the students’ motivation before and after the experiment
        4.2.2 Results of the students’ attitude toward English writing before and after the experiment
        4.2.3 Results of the Interview from the EC
    4.3 Discussion
5.Conclusions and Implications
    5.1 Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations of the Study
    5.4 Suggestions to Further Study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Peer Reviewing Article Alignment List
Appendix Ⅲ National College Entrance Examination composition scoring standard
Appendix Ⅳ Questions of the interview
Appendix Ⅴ Scores of the Pre-test and Post-test in the EC and CC
Appendix Ⅵ English writing training materials
Appendix Ⅶ Pre-test Paper
Appendix Ⅷ Post-test Paper
作者简介
伊犁师范大学硕士研究生学位论文导师评阅表


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