“以读促写”在农村初中英语写作教学中的应用研究

发布时间：2018-03-02 18:46

本文选题：英语教学　切入点：以读促写　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语写作输出技能是学生英语学习中最难的部分,这也已经成为教育理论工作者和教育实践者的共识。找到阅读和写作的关系,如何提高学习者的写作输出技能,努力改变"文盲英语"现象,已经成为了一个非常重要的教育课题。因此,本研究针对农村初中生面临的英语写作问题,验证写作教学法-"以读促写",即读写相结合教学法是否对农村初中生英语写作水平的提高有促进作用,该教学法对写作的影响具体表现在哪些方面,并以此为实现依据,对农村初中英语写作教学提供指导性建议,以达到改善农村初中英语写作教学的目的。本研究主要采取文献法、问卷调查法、实验法。在研究初期要通过文献研究了解国内外"以读促写"理论的发展历史与现状,为"以读促写"的课堂教学策略研究的可行性提供理论依据。对德惠市第二十三中学初一两个班级学生进行实验前的问卷调查,了解农村初中学生的英语写作学习策略使用情况;收集两个班级在初一英语期末测试中写作部分的得分作为前测数据,借助SPSS统计软件对数据进行分析,了解两班学生的写作水平。进行教学实验研究,以班级为单位,实验班进行为期一年的"以读促写"写作教学,控制班延续先前传统的写作教学方法,之后收集两班在初二英语期末考试中写作部分的得分作为后测数据,通过对被试教学前、后写作成绩的对比分析,考察以读促写法与传统教学法比能否有效提高学生的写作成绩,同时以读促写法能否帮助学生在写作的内容、语言和字数方面取得进步。采用相同的问卷对两班学生进行实验后的问卷调查,考察两班学生在写作学习策略使用频率方面是否有变化,考察以读促写法能否对实验班的学生在写作学习策略的使用中有促进作用。研究发现"以读促写"法比传统写作教学法更为有效,它可以在文章的内容、语言的表达和作文的字数上帮助学生提高写作成绩,它适合农村初中学生的写作教学。经过实验,实验班大多数学生都有一个系统化的写作知识学习策略并且他们具备能够分析文章的整体结构的能力。学生们已经形成了把他们在阅读中所学的单词和句子运用到作文中的能力。本研究有助于提高农村初中生的英语写作成绩,并对英语写作教学有积极作用。
[Abstract]:English writing output skills are the most difficult part of students' English learning, which has become the consensus of educational theorists and educational practitioners. Find out the relationship between reading and writing, and how to improve learners' writing output skills. Efforts to change the phenomenon of "illiterate English" have become a very important educational issue. Therefore, this study aims at the problem of English writing faced by junior high school students in rural areas. The purpose of this paper is to verify whether the combination of reading and writing can promote the improvement of rural junior high school students' English writing level. In order to improve the teaching of English writing in rural junior middle schools, this study mainly adopts the method of literature and questionnaire, and provides guidance and suggestions for the teaching of English writing in junior middle schools in rural areas. Experimental method. At the beginning of the study, we should understand the history and present situation of the theory of "reading and writing" at home and abroad through literature research. In order to provide the theoretical basis for the feasibility of the classroom teaching strategy research of "reading and writing", a questionnaire survey was conducted on the students of the first grade two middle school students in Dehui City 23th before the experiment. To understand the use of English writing strategies of junior middle school students in rural areas, to collect the scores of the writing part of the two classes in the English final test of Grade one as pre-test data, and to analyze the data with the help of SPSS statistical software. To understand the writing level of the two classes. To carry out the teaching experiment, the experimental class conducted a one-year teaching of "reading and writing" in the experimental class, and the control class continued the traditional writing teaching method. After that, we collect the scores of the writing part of the two classes in the English final examination of Grade two as the post-test data, and compare and analyze the scores of the subjects before and after the teaching. To find out whether the method of reading and writing can effectively improve the students' writing performance compared with the traditional teaching method, and whether it can help the students in the content of writing. The same questionnaire was used to investigate whether there was any change in the frequency of writing learning strategies between the two classes. The purpose of this study is to find out whether the method of reading and writing can promote the students' use of writing strategies in the experimental class. It is found that the method of "reading and promoting writing" is more effective than the traditional teaching method of writing, and it can be used in the content of the article. The expression of language and the number of words in composition can help students to improve their writing achievement, which is suitable for the writing teaching of junior middle school students in rural areas. Most of the students in the experimental class have a systematic learning strategy of writing knowledge and have the ability to analyze the overall structure of the article. The students have formed the use of the words and sentences they have learned in reading. This study helps to improve the English writing scores of rural junior high school students. It also plays a positive role in the teaching of English writing.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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