协作式学习在初中英语写作教学中的应用研究

发布时间：2018-01-24 00:32

本文关键词： 协作学习英语写作教学初中　出处：《延边大学》2016年硕士论文　论文类型：学位论文

【摘要】：初中英语写作是英语教学“听、说、读、写”重要组成部分。学生在英语写作能力方面的高低水平可以直接反映出学习者的语言能力水平的高低。在初中的英语教学中,写作也是非常重要的一部分,但却并没有得到足够的重视。目前,初中英语教师大多采用传统的教学方式进行写作教学,课堂命题--当堂写作--教师批改.这种传统的写作教学模式,强调以教师为中心,忽略学生的写作过程,只注重结果,不但耗时多,而且效率低,生生间师生间很少有足够的沟通交流,学生成绩上升缓慢,教师失去信心；学生对写作越来越不感兴趣,消极应对。《新课标》对英语提出了要注重培养学生的综合语言运用能力,教师要转变观念,改进教学行为,提倡采用自主探究、合作学习的方式。为了改变现在初中写作教学的现状,笔者将协作式学习应运用于本人任教的初中英语写作教学中,目的是检验这种新型的教学方法是否会改善教学效果。本研究以吉林省镇赉县蒙古族中学初一学生为研究对象,针对这种新型的教学方法,提出以下三个研究问题：1.协作式写作教学对学生的写作文本质量有何影响?2.协作式写作教学对学生的写作态度有何影响?3.协作式写作教学对学生的写作策略有何影响?经过一学期的协作式写作教学,采用问卷调查和测试等方法收集数据,用SPSS 16.0社会科学统计软件对搜集数据进行分析,得出以下结论：将协作式学习引入初中英语写作教学中能够有效地提高学生的写作能力,学生作文中所使用的词汇,句型以及语法结构较之以往有了较大幅度的提高；与对照班的学生相比,实验班学生写作能力的提高程度更加明显。协作学习能够活跃课堂气氛,激发学生英语写作的兴趣。研究数据表明,将协作学习理论引入到初中英语写作教学中是行之有效的,它能够有效帮助学生提高英语写作能力。本文主要分为五个章节：第一章、绪论：主要阐明了协作式写作教学的研究背景,及该研究的目的与意义。第二章、文献综述：协作式写作学习的理论依据,以及协作式写作教学在国内外的研究现状。第三章、研究方法：介绍了实验对象,实验工具,包括实验之前的具体准备工作,详细的实验过程以及实验班与控制班的教学及数据收集。第四章、结果分析与讨论：通过社会科学统计软件spss16.0,对实验班和对照班分别进行了配对样本和独立样本T检验,实验得出结论协作式写作教学效果确实好于传统的教学方式,学生受益匪浅。第五章、结论及反思：协作式写作能够充分激发学生的学习兴趣,进一步培养了学生的主观能动性,与此同时,也提高了学生的写作能力。
[Abstract]:Middle school English writing is English teaching "listening, speaking, reading." The level of students' English writing ability can directly reflect the level of learners' language proficiency. Writing is also a very important part in junior high school English teaching. But not enough attention has been paid to it. At present, most junior middle school English teachers adopt the traditional teaching method of writing, and the traditional teaching mode of writing is classroom proposition-in-class writing and teachers' correction. Emphasis on teacher-centered, ignore students' writing process, only pay attention to the results, not only time-consuming, but also inefficient, there is rarely enough communication between students and teachers, students' achievements rise slowly, teachers lose confidence; Students are becoming less and less interested in writing. New Curriculum Standard puts forward the need to cultivate students' comprehensive language use ability, teachers should change their ideas, improve their teaching behavior, and advocate the use of autonomous inquiry. In order to change the present situation of junior high school writing teaching, the author applies cooperative learning to the junior middle school English writing teaching. The purpose of this study is to test whether this new teaching method will improve the teaching effect. This study takes the junior high school students of Zhenlai County, Jilin Province as the research object, aiming at this new teaching method. The following three research questions are put forward: 1. How does collaborative writing teaching affect the quality of students' writing texts? 2. What influence does collaborative writing teaching have on students' writing attitude? 3. What influence does collaborative writing teaching have on students' writing strategies? After a term of collaborative writing teaching, the data were collected by questionnaire and test methods, and the collected data were analyzed by SPSS 16.0 social science statistical software. The following conclusions are drawn: the introduction of cooperative learning into junior high school English writing teaching can effectively improve students' writing ability and the vocabulary used in students' compositions. Sentence patterns and grammatical structures have been greatly improved compared with the past; Compared with the students in the control class, the students in the experimental class can improve their writing ability more obviously. Collaborative learning can activate the classroom atmosphere and stimulate the students' interest in English writing. It is effective to introduce cooperative learning theory into junior high school English writing teaching, which can effectively help students improve their English writing ability. This paper is divided into five chapters: chapter one. Introduction: mainly expounds the research background of collaborative writing teaching, as well as the purpose and significance of the study. Chapter two, literature review: the theoretical basis of collaborative writing learning. As well as the current situation of collaborative writing teaching at home and abroad. Chapter III, research methods: introduced the experimental object, experimental tools, including the specific preparation before the experiment. Detailed experiment process, teaching and data collection of experimental class and control class. Chapter 4th, result analysis and discussion: through social science statistical software spss16.0. The experimental class and the control class were tested with paired samples and independent samples respectively. The experiment concluded that the cooperative writing teaching effect was better than the traditional teaching method, and the students benefited a lot. 5th chapters. Conclusion and reflection: cooperative writing can fully stimulate students' interest in learning, further cultivate students' subjective initiative, and at the same time, improve students' writing ability.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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