思维导图的运用对高中生英语写作影响的实验研究

发布时间：2018-04-22 10:24

本文选题：思维导图 + 英语写作教学　；参考：《广州大学》2017年硕士论文

【摘要】：英语写作,作为英语学习的四项基本技能之一,集词汇、语法知识、句型、篇章结构等于一体,考察的是学生的语言综合素养。英语写作是一直以来困扰中国英语学习者的一个至关重要的问题,也是教学的重点和难点。高中阶段,由于课时紧,学生压力大,当前的英语写作教学仍然还存在诸多问题,如:教师在写作教学中注重结果,学生对限时英语写作容易产生过于焦虑的情感等。因此,如何提高学习者的英语写作能力,如何帮助学生减轻在有限的时间内写英语作文时的焦虑情绪,已经成为英语教育学习者需要不断思考的问题,如何通过教学实践探索一种有效的英语写作教学方式则成为重中之重。思维导图又名心智图,是英国学者东尼·博赞于20世纪60年代提出的。思维导图是一个生成图表的过程,它用来呈现围绕中心主题所辐射出的文字或思想,是一种将发射性思维过程可视化的工具。它能够提高学习者的思维能力能力,增强写作自信。相关文献表明:近几年,思维导图应用于英语教学领域的研究越来越多,大多数是有关英语词汇和阅读的教学研究,而思维导图在英语写作教学中的研究通常聚焦于学生的英语写作成绩和写作兴趣或态度,探索思维导图的应用能否减少学生的英语写作焦虑方面的研究相对较少。因此,本研究将思维导图应用于高中英语写作教学中,试图通过实证研究来探索思维导图应用于高中英语写作教学中对高中生英语写作成绩和写作焦虑的影响。研究问题如下:(1)思维导图应用于高中英语写作教学能否提高学生的写作成绩?(2)思维导图的使用能否帮助学生降低英语写作焦虑?如果能,在躯体焦虑、认知焦虑和回避行为方面有什么影响?为此,笔者于2016年9月16日至12月25日在广东省河源市某高中开展了为期14周的实验研究。研究对象为101名高一年级两个平行班的学生,随机选取其中一个班作为实验班,另一个作为控制班。其中,实验班采用基于思维导图的写作教学,控制班仍沿用常规的写作教学法进行教学。本次教学实验的研究工具包括英语写作测试、Y-S Cheng编制的《二语写作焦虑量表》(SLWAI)以及访谈。采用定量研究的方法,将实验前后收集的实验数据录入SPSS17.0,通过实验前后测作文成绩以及前后两次焦虑量表统计结果的对比分析,结合定性访谈分析,得出实验结论。实验结果显示,思维导图的运用能提高学生的英语写作成绩,从学生写作框架的改善可以看出,同时能够帮助降低学生的写作焦虑。根据实验班焦虑量表前后测对比结果,写作焦虑的降低具体表现在学生的躯体焦虑和回避行为两方面。研究结果证明,把思维导图应用于高中英语写作教学中对提高学生写作成绩并缓解学生的写作焦虑有一定帮助,确实是一条切实可行、行之有效的途径。该研究对于英语写作教学具有一定的教学启示。文章最后指明了研究的不足,为进一步研究提供了方向。
[Abstract]:English writing, as one of the four basic skills in English learning, is a combination of vocabulary, grammar, sentence pattern and text structure. It is an important problem that has been puzzling Chinese English learners, and also the key and difficult point of teaching. There are still many problems in the current teaching of English writing, such as: teachers pay more attention to the results in the teaching of writing, and students tend to produce too much anxiety about the time limit of English writing. Therefore, how to improve the learners' English writing ability and help the students to ease the anxiety of writing English compositions in a limited time. Emotion has become a problem that English learners need to think about. How to explore an effective way of teaching English writing through teaching practice is the most important. Thinking map and mental map is put forward by Tony Buzan, a British scholar in 1960s. The text or thought, which is radiated around the central theme, is a tool to visualize the process of emissive thinking. It can improve the learners' ability to think and enhance their confidence in writing. In the teaching of reading, the study of thinking map in the teaching of English writing usually focuses on the students' English writing performance and interest or attitude. The research on whether the application of thinking map can reduce students' English writing anxiety is relatively less. Therefore, this study applies the thinking map to the teaching of English writing in high school, and tries to apply it to the teaching of English writing in high school. The purpose of this study is to explore the effects of thinking map on high school students' English writing performance and writing anxiety in high school English writing teaching. The following are as follows: (1) can the application of thinking map to improve students' writing performance in high school English writing teaching? (2) whether the use of thinking map can help students to reduce English writing focus What is the impact on physical anxiety, cognitive anxiety and avoidance behavior? For this reason, I conducted an experimental study for 14 weeks in a high school in Heyuan, Guangdong province from September 16, 2016 to December 25th. The subjects were 101 students in two parallel classes in the first grade of the first grade, and one of them was randomly selected as the experimental class, the other was the other. As a control class, the experimental class adopts the writing teaching based on mind map, and the control class still uses the conventional writing teaching method. The research tools of this experiment include the English writing test, the "two language writing anxiety scale" (SLWAI) and interview compiled by Y-S Cheng. The experimental data of the collection are recorded in SPSS17.0. Through the comparison and analysis of the results of the composition and the statistical results of the two anxiety scales before and after the experiment, the experimental results are obtained by the qualitative interview analysis. The experimental results show that the application of the thinking map can improve the students' English writing performance. It can be seen from the improvement of the students' writing framework and can be seen at the same time. It helps to reduce students' writing anxiety. According to the results of the experimental class anxiety scale, the reduction of writing anxiety is manifested in two aspects of the students' physical anxiety and avoidance behavior. The results show that the application of thinking map to the high school English writing teaching can improve the students' writing performance and alleviate the students' writing anxiety. It is indeed a practical and effective way to help. The study has some teaching implications for English writing teaching. At the end of the article, the paper points out the shortcomings of the study and provides a direction for further research.

【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

【参考文献】