高中英语TCT写作教学模式探究

发布时间：2018-04-02 00:14

本文选题：TCT写作教学模式　切入点：阅读输入　出处：《湖北大学》2016年硕士论文

【摘要】：《高中英语课程标准(实验)》指出：听、说、读、写是学生英语学习的四大技能,写作是“听、说、读”四项技能的综合反映,最能够体现出学生的综合语言应用能力。然而现行高中英语写作教学形式单一,基本还保持着传统的“命题—写作—批改—讲评”的模式,不注重写作前的阅读输入,存在脱离教材,教学效果低下等问题,使得学生的写作水平无法达到新课标要求。针对目前高中英语写作教学现状,笔者在教学中采用TCT写作教学模式,即通过对课文、词块、话题(TCT)的系列深入研究,形成一种具有良好操作性的高效写作教学方法,提高学生的写作表达能力。本研究主要着手于以下两个方面：1)TCT教学模式的建立。通过教学案例建立及优化完整的TCT教学流程,即通过阅读教学进行语言篇章输入,继而从文章中提取词块进行训练,最后通过话题写作进行语言的输出。2)TCT教学模式有效性验证。对学生实施不同的教学模式(TCT教学及常规教学),观察对比其成绩变化,验证TCT教学模式的有效性。实验对象为武汉某高中高二(5)班和高二(9)班的学生,实验时间为2015年11月16日至2016年1月29日。实验班为高二(5)班,该班采用TCT写作教学模式,对照班为高二(9)班,对照班采取传统的写作教学模式。实验后,笔者对两个班的期末考试作文成绩和学生作文中词块使用情况进行收集、比较分析和讨论。为了进一步了解TCT教学模式的优缺点,笔者最后对学生进行了访谈。研究结果表明：第一,相较于传统的作文教学模式,TCT作文教学模式更能提高学生的英语写作水平和能力；第二,TCT作文教学模式更能提高学生词块使用的数量和质量；第三,TCT作文教学模式激发、提高了学生的写作兴趣,并使学生意识到课本阅读之于写作的重要性。本文的研究对高中写作教学有着重要的现实意义。它培养了学生积极的情感因素,调动了其主观能动性,让学生从学习的被动者转为参与者,成为学习的主体。另外,TCT写作教学模式肯定了阅读输入与词块输出的重要性,使教师重视课本阅读教学并采取灵活的教学方式指导学生进行有效的词块输出。
[Abstract]:The English Curriculum Standard for Senior High School (experiment) points out that listening, speaking, reading and writing are the four major skills in students' English learning, and writing is a comprehensive reflection of the four skills of listening, speaking and reading. However, the present teaching form of English writing in senior high school is single, and it still maintains the traditional "proposition-writing-correction-comment" mode, and does not pay attention to the reading input before writing. In view of the present situation of English writing teaching in senior high school, the author adopts TCT writing teaching mode in teaching, that is, through the text, lexical chunks, and so on, the students' writing level can not meet the requirements of the new curriculum. A series of in-depth studies of the topic TCTs has resulted in a highly effective writing teaching method with good maneuverability. This study focuses on the following two aspects: the establishment of a TCT teaching model in the following two aspects: establishing and optimizing a complete TCT teaching process through teaching cases, that is, text input through reading teaching. Then the lexical chunks are extracted from the article for training, and finally, the validity of the TCT teaching model is verified by topic writing. The students are given different teaching models, and the TCT teaching and routine teaching are carried out, and the changes of their achievements are observed and compared. To verify the effectiveness of the TCT teaching model, the experimental subjects were the students in the second grade five (grade 2) and the second grade (9) class of a high school in Wuhan. The experimental time was from November 16, 2015 to January 29, 2016. The experimental class was in the second grade, and the class adopted the TCT writing teaching model. The control class adopted the traditional writing teaching mode. After the experiment, the author collected the composition scores of the two classes and the usage of lexical chunks in the students' compositions. In order to further understand the advantages and disadvantages of the TCT teaching model, the author finally conducted an interview with the students. The results show that: first, Compared with the traditional composition teaching mode, the TCT composition teaching model can improve the students' English writing level and ability, second, the TCT composition teaching mode can improve the quantity and quality of the students' lexical chunks, and the third, the TCT composition teaching mode can stimulate the students' English writing ability. The research in this paper has important practical significance to the teaching of writing in senior high school. It has cultivated the students' positive emotional factors and mobilized their subjective initiative. In addition, the TCT writing teaching model affirms the importance of reading input and lexical chunks output. Teachers should pay attention to the teaching of textbook reading and adopt flexible teaching methods to instruct students to output lexical chunks effectively.
【学位授予单位】：湖北大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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