高三英语过程性写作教学的应用研究

发布时间：2018-01-15 15:36

本文关键词：高三英语过程性写作教学的应用研究　出处：《伊犁师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：英语学习过程包括听说读写四项基本技能的训练和学习,其中学生的写作能力和水平体现了学生语言知识的学习和掌握情况,而写作教学方法在一定程度上决定着学生写作水平的高低。目前,我国绝大多数的中学英语写作教学主要采用传统的结果教学法,即强调学生写作的最后结果和语法的准确性。近年来,一种新的写作教学法——过程写作法,开始被应用到中学英语写作教学中。过程写作法更多地遵循学生语言习得的规律,把写作过程分成三个不同的阶段:写前阶段、写作阶段、写后阶段,强调学生的写作过程和写作技巧。本研究将研究对象分为试验班和对照班,分别采用过程写作教学法和结果写作教学法进行教学,通过实验所得的数据进行对比和分析,试图验证“过程写作教学法”是否有助于提高学生的写作能力,是否能够有效提高学生的修改意识,增强学生与人合作的意识并激发写作兴趣。全文共五章。第一章概述。介绍本研究的背景、学术价值和实用价值。第二章文献综述。首先阐明英语过程写作教学法的内涵和特点;其次阐述英语过程写作法的不同写作阶段;然后论述了英语过程写作法的相关理论;最后梳理了国内外对英语过程写作法的研究历程。第三章研究方法。主要阐述研究目的、研究方法、研究工具、研究过程、研究内容等。第四章数据分析。通过问卷法和实验法对这两个班进行为期四个月的实证研究,并运用过程写作法中的前测和后测,对比分析学生写作中存在的问题、写作态度以及原因。第五章结论与反思。研究结果表明:通过“过程写作法的”的指导,实验班学生对于英语写作的兴趣和成绩有了显著的提高;与对照班对比,实验班学生的写作内容明显丰富,书面错误明显减少,修改意识明显增强。
[Abstract]:The process of English learning includes the training and learning of four basic skills of listening, speaking, reading and writing, in which the students' writing ability and level reflect the learning and mastering of the students' language knowledge. To some extent, the writing teaching method determines the students' writing level. At present, the majority of the middle school English writing teaching in our country mainly adopts the traditional result teaching method. In recent years, a new teaching method of writing, process writing, has been developed, which emphasizes the final result of students' writing and the accuracy of grammar. The process writing method follows the rules of students' language acquisition and divides the writing process into three different stages: pre-writing stage, writing stage and post-writing stage. Focusing on the students' writing process and writing skills, this study divided the subjects into experimental class and control class, using process writing teaching method and result writing teaching method respectively. Through the comparison and analysis of the experimental data, the author tries to verify whether the "process writing teaching method" is helpful to improve students' writing ability and whether it can effectively improve the students' awareness of revision. The first chapter introduces the background of this study. Academic value and practical value. Chapter two: literature review. Firstly, the connotation and characteristics of English process writing teaching method are expounded. Secondly, it expounds the different writing stages of the English process writing method; Then it discusses the relevant theories of English process writing. In the end, the author reviews the research process of English process writing at home and abroad. Chapter three focuses on the research purpose, research methods, research tools and research process. Research content. 4th chapter data analysis. Through the questionnaire method and the experimental method of the two classes for four months of empirical research, and the use of process writing method in the pre-test and post-test. This paper contrasts and analyzes the existing problems, writing attitude and reasons of students' writing. The conclusion and reflection of 5th chapters show that: through the guidance of "process writing method". The students' interest and achievement in English writing in the experimental class have been improved significantly. Compared with the control class, the students in the experimental class have rich writing contents, fewer written errors and stronger consciousness of revision.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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