问题导向法在高中英语议论文写作中的应用研究

发布时间：2023-06-10 15:23

　　英语学习的终极目标重在语言输出能力的培养,即说和写。写作水平的高低可以反映语言的输入量和使用量。然而目前,英语写作作为高中每单元课程的最后一课,其重要性未被得到充分重视。老师经常将写作作为课后作业,批改后未对作文进行错误分析,而倾向于范文背诵和语句翻译。另一方面,英语议论文写作与其他体裁不同,对学生逻辑思维和分析解决问题的能力提出了更高的要求。已有研究表明,学生的议论文写作存在很多问题,例如内容空洞,论据不清,论点说服力不足,语言错误过多等。基于《普通高中英语课程标准(2017版)》对于提高学生综合运用知识解决实际问题的能力这一培养要求,本文将PBL问题导向法引入写作教学过程中,以问题开始,以学生为中心,随着问题的推动,通过小组合作学习,学生将语言运用于问题解决和写作作品中。其主要目的是提高学生议论文写作能力,其中包括内容上的文章切题性,论点明确性,说理透彻性和篇章连贯性,语言上的准确性和写作兴趣的提升。本研究数据的收集主要以龙泉中学高一两个平行班级为研究对象,作者进行了为期三个月的写作教学研究,包括学生实验前后写作态度的问卷调查,议论文写作文本分析和实验后学生对PBL教学法的采访反馈...

【文章页数】：109 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 Research
Chapter Two Literature Review
    2.1 Introduction of Problem-based Learning
        2.1.1 Origin and Development of PBL
        2.1.2 The Definitions of PBL
        2.1.3 The Characteristics of PBL
        2.1.4 Process of PBL
        2.1.5 The Previous Studies on Problem-based Learning
            2.1.5.1 Research Abroad
            2.1.5.2 Research in China
    2.2 English Writing in Language Learning
        2.2.1 Elements of English writing
            2.2.1.1 Writing Competence in Terms of Content
            2.2.1.2 Linguistic Competence in Writing Accuracy
        2.2.2 Different Approaches of English Writing Teaching
            2.2.2.1 Product Approach
            2.2.2.2 Process Approach
            2.2.2.3 Process Genre Approach
        2.2.3 Studies on English Writing in China
            2.2.3.1 The Research of English Writing as the Research Object
            2.2.3.2 The Combination of Writing and Other Skills
            2.2.3.3 Studies on Students’Attitude toward Writing
            2.2.3.4 The Application of Modern Technology in Writing
        2.2.4 English Argumentative Writing Teaching in China
    2.3 English Writing Based on Problem-based Learning
        2.3.1 Related Studies on PBL in English Writing Abroad
            2.3.1.1 The Effectiveness of PBL in Writing
            2.3.1.2 The Combination of PBL Model and Other Teaching Methods
            2.3.1.3 Peer-evaluation in Problem-based Learning Model Based Writing
            2.3.1.4 The Shortcomings of PBL Model Based Writing
        2.3.2 Related Research on PBL in English Writing in China
    2.4 Theoretical Framework
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments for Data Collection
        3.3.1 Questionnaires
        3.3.2 Writing Exercises
        3.3.3 Interview
        3.3.4 Research Procedures
    3.4 Data Collection and Analysis Methods
        3.4.1 Data Collection
        3.4.2 Data Analysis Methods
Chapter Four Findings and Discussion
    4.1 Findings from the Application of PBL on Argumentative Writing
        4.1.1 Findings from the Pre and Post Questionnaires
            4.1.1.1 The Specific Changes of Students’Writing Attitude
            4.1.1.2 The Attitude towards the Application of PBL on ArgumentativeWriting
        4.1.2 Findings from the Writing Tasks
            4.1.2.1 Improvement of Relevance
            4.1.2.2 Improvement of Explicitness
            4.1.2.3 Improvement of Sufficiency
            4.1.2.4 Improvement of Coherence
            4.1.2.5 Improvement of Writing Accuracy after the Experiment
        4.1.3 Findings from the Interview
    4.2 Discussion
        4.2.1 Students’Higher Writing Interest in English Writing
        4.2.2 The Significant Difference in Sufficiency after Applying PBL in Writing
        4.2.3 The Effective Methods in Improving Writing Accuracy
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Research
    5.3 Limitations and Suggestions of the Research
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
AppendixⅤ
AppendixⅥ
AppendixⅦ
Acknowledgements



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