过程体裁教学法在高中英语写作教学中的应用及实验研究

发布时间：2018-03-29 06:41

本文选题：过程体裁教学法　切入点：高中英语写作　出处：《华中师范大学》2016年硕士论文

【摘要】：写作教学一直是高中英语教学中至关重要的一个环节,浙江省英语高考改革更是将英语写作的重要性提到了新的高度。然而由于缺乏理论性和系统性,实际高中英语写作教学仍存在一些问题,教与学都面临着许多不足和困难。本文试将R.Bandger和G. White提出的过程体裁教学法应用在高中英语写作教学中,并进行了实际教学应用和实验研究,应用和实验研究围绕以下两个问题展开：1、过程体裁教学法有助于提高高中学生英语写作水平；2、过程体裁教学法有助于提高学生的写作兴趣、培养学生的良好写作习惯,增强学生的写作信心。本文意图为高中英语写作教学提供一个具有可操作性的且行之有效的教学方法。本文共有六章。在第一章中,笔者结合自身高中英语写作教学实际探讨了当下写作教学中存在的突出问题。为解决这些问题,笔者在第二章中探讨了近几十年来国内外较为流行的三种主要的写作教学方法：结果法,过程法,体裁法。因上述三种方法各有利弊,本文进而介绍了一种折中的教学方式,即过程体裁教学法,以弥补上述方法的不足,适应教学需求。第二章还详细阐述了过程体裁教学法的理论基础,实施模式及其优势。第三章为研究设计,详细阐述了研究问题、研究对象、研究工具和研究步骤。第四章节中通过教学实例具体解释了其实施模式：将韩金龙提出的范文分析、模仿写作／集体写作、独立写作、编辑修订的教学过程整合为写前信息输入阶段,写作信息输出阶段和修改编辑阶段。每一阶段又可细分,如写前信息输入阶段包括范文阅读、范文体裁和语言形式分析、模仿分析；写作信息输出阶段可细分为模仿写作和独立写作；修改编辑阶段包括同伴反馈、自我修改、教师反馈、编辑定稿。第五章是实验分析,通过对比分析实验班和对照班的写作实验前测和后测数据、实验前和实验后的问卷调查结果以及随机访谈结果,证明了过程体裁教学法确实有助于提高学生的写作兴趣、培养学生良好的写作习惯,增强学生的写作信心,有助于高中学生英语写作水平的提高。由于实验时间的限制,鉴于课堂教学进程实际,本实验只进行了建议信的写作教学。第六章是本文的结论,总结了研究的主要结果,提出了本次研究存在的局限和对后续研究的展望。
[Abstract]:Writing teaching has always been a crucial link in high school English teaching, and the reform of college entrance examination in Zhejiang Province has brought the importance of English writing to a new height. However, due to the lack of theory and systematicness, There are still some problems in the teaching of English writing in senior high school. Both teaching and learning are faced with many problems and difficulties. This paper attempts to apply the process genre teaching method proposed by R.Bandger and G. White to the teaching of English writing in senior high school. The practical teaching application and experimental research are carried out. The application and experimental research focus on the following two questions: 1. The process genre approach helps to improve the English writing level of senior high school students and the process genre approach helps to enhance the students' interest in writing. This paper aims to provide an operational and effective teaching method for English writing teaching in senior high school. There are six chapters in this thesis. In order to solve these problems, the author discusses the outstanding problems in the teaching of English writing in senior high school. In the second chapter, the author discusses three popular writing teaching methods at home and abroad in recent decades: the result method, the process method and the genre method. Because of the advantages and disadvantages of the above three methods, this paper further introduces a kind of eclectic teaching method. In the second chapter, the theoretical basis, the implementation mode and the advantages of the process genre teaching method are described in detail. The third chapter is the research design, which describes the research problems in detail. In the fourth chapter, the author explains its implementation mode by teaching examples: analyzing the model text proposed by Han Jinlong, imitating writing / group writing, writing independently. The teaching process of editing revision is integrated into three stages: pre-writing information input stage, writing information output stage and revision editing stage. Each stage can be further subdivided, such as pre-writing information input stage including model text reading, model text genre and language form analysis. Imitation analysis; writing information output stage can be divided into imitation writing and independent writing; revision editing stage includes peer feedback, self-modification, teacher feedback, final editing. Chapter 5 is experimental analysis. By comparing and analyzing the pre-test and post-test data of the experimental class and the control class, the results of the questionnaire before and after the experiment and the results of the random interviews, it is proved that the process-genre-based teaching method is indeed helpful to improve the students' interest in writing. Cultivating students' good writing habits and enhancing students' writing confidence will contribute to the improvement of high school students' English writing level. Due to the limitation of experimental time, the classroom teaching process is practical. The sixth chapter is the conclusion of this paper, summarizes the main results of the study, puts forward the limitations of this study and prospects for future research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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