基于支架教学模式的农村初中英语写作教学的行动研究

发布时间：2018-03-04 05:33

本文选题：支架教学　切入点：英语写作　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：《义务阶段英语课程标准》明确指出:教师应该通过英语教学发展学生的英语综合运用能力。写作就是其中的综合能力之一。然而写作也是农村学生最薄弱的环节。以笔者任教的广州市增城区石滩镇某中学为例,学生对写作没兴趣,写作得分低已形成恶行循环。因此,如何激发农村学生对英语写作兴趣,提高他们的英语写作成绩既是当前农村英语写作教学的一项紧迫任务又是一大挑战。支架教学模式是基于建构主义和最近发展区理论的一种新型教学模式。国内外学者认为它可以帮助学生建立知识框架及搭建新旧知识之间的桥梁以便于学生对所学知识有系统的掌握。但是目前支架式教学模式应用到农村中学的英语写作教学的行动研究还比较少,因此在农村初中写作课堂尝试这种新的教育模式有着重要的意义。作者希望通过支架式教学研究,能为农村中学教师在写作教学方面提供启发和帮助。本文研究对象为七年级一个班43名学生,每两周进行一次写作教学,整个行动研究持续16周。通过研究,本文旨在探讨以下问题:1)支架教学模式能否激发农村初中学生的写作兴趣?2)支架教学模式能否提高农村初中学生的写作能力?如果能,在哪些方面?根据前测及问卷调查发现:大部分农村学生对写作不感兴趣,甚至存在畏惧心理;同时写作教学缺乏策略指导,针对这一现状作者参照支架教学模式展开三轮行动研究。第一轮行动研究:搭建积极的心理支架。作者通过教学案例,运用多媒体课件、图片、视频等教学手段帮助学生熟悉支架式教学模式,肢解写作难度,消除对写作的恐惧,逐步激发他们对英语写作的兴趣。第二轮行动研究:搭建写作策略支架。在学生对写作颇有兴趣的基础上,作者开始传授写作技巧,包括搭建文章框架、基本句型训练及正确使用连词。在对期中测试写作成绩进行数据分析和反思中发现:学生对中考作文评分标准不明确。第三轮行动研究:搭建互评支架。进行小组互评,理解中考评分标准,明白作文得分的方法。经过三轮行动研究,通过对前测、中测和后测对比发现,支架式教学确实能提高本班学生的英语写作能力,学生的句型;通过问卷调查和访谈发现支架式教学可以激发他们的写作兴趣及增强学习英语的自信心。
[Abstract]:The compulsory English Curriculum Standard clearly points out that teachers should develop students' English comprehensive ability through English teaching. Writing is one of the comprehensive abilities. However, writing is also the weakest link for rural students. Take a middle school in Shitan Town, Zengcheng District, Guangzhou City as an example, Students are not interested in writing, and the low score of writing has formed a vicious cycle. Therefore, how to stimulate rural students' interest in English writing, To improve their English writing achievement is not only an urgent task but also a challenge in rural English writing teaching. The scaffolding teaching model is a new teaching model based on constructivism and the theory of proximal development area. Foreign scholars believe that it can help students to build a knowledge framework and build a bridge between new and old knowledge so that students can master what they have learned systematically. However, the current scaffolding teaching model is applied to English writing in rural middle schools. There is still less research on action in teaching. Therefore, it is of great significance to try this new educational model in the writing classroom of rural junior high school. It can provide inspiration and help for middle school teachers in rural areas in the teaching of writing. The subjects of this study are 43 students in a seventh grade class, who teach writing once every two weeks. The whole action study lasts for 16 weeks. The purpose of this paper is to explore the following question: 1) whether the scaffold teaching model can stimulate the writing interest of junior middle school students in rural areas? 2) can the scaffold teaching mode improve the writing ability of rural junior middle school students? If so, in what ways? Based on the pre-test and questionnaire survey, it is found that most rural students are not interested in writing, even have fear psychology, and lack of strategy guidance in writing teaching. According to this situation, the author carries out three rounds of action research with reference to the scaffold teaching model. The first round of action research: building active psychological scaffolds. The author uses multimedia courseware and pictures through teaching cases. Teaching methods such as video help students become familiar with the scaffolding teaching mode, dismember the difficulty of writing, and eliminate the fear of writing. The second round of action studies: building a writing strategy framework. Based on students' interest in writing, the author begins to teach writing skills, including building the framework of the essay. The basic sentence pattern training and correct use of conjunctions. Through the data analysis and reflection on the writing scores of the mid-term test, it was found that the students' scoring criteria for the composition of the middle school examination were not clear. The third round of action research: to build the scaffolds for each other's evaluation. After three rounds of action research, through the comparison of pre-test, mid-test and post-test, it is found that scaffolding teaching can really improve the students' English writing ability and sentence pattern; Through questionnaires and interviews, it is found that scaffolding teaching can stimulate their interest in writing and enhance their confidence in learning English.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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