高中英语读写结合教学模式的实验研究

发布时间：2018-07-12 19:16

本文选题：高中英语 + 读写教学　；参考：《南京师范大学》2017年硕士论文

【摘要】：目前高中英语教学中基本以输入性的教学方式为主,即注重听和读,而轻视说和写,这导致许多高中生的写作水平不甚理想。历年高考英语书面表达都存在写作内容空洞,逻辑混乱,只有一些词块而无实际内容;或语法错误较多,语言形式使用不正确等问题。针对英语写作中出现的这些问题,本研究主要探讨英语阅读和写作结合的内在联系及其可行性,旨在促进英语写作教学。本研究以语言输入与输出假说、语篇分析理论、支架理论为依据,分别运用问卷调查、访谈、实验研究等方法来研究以下问题:1.读写结合在课堂教学实践中是如何操作的?2.读写结合的教学模式对学生写作的积极性产生了怎样的影响?3.读写结合的教学模式对学生的写作水平产生了怎样的影响?本次研究以某中学高二的两个平行班为实验对象,一个设为实验班,另一个为对照班,进行为期8个月的教学实验。实验期间,实验班与对照班使用同一教材,不同的是实验班采用读写结合的教学模式,包括仿写、缩写、扩写、读后续写、基于话题的写作等,将读写任务聚焦于单词和短语、句型结构、段落和篇章、思想和观点等方面。对所收集到的前后测数据用SPSS19.0软件进行了分析,对学生的访谈结果进行了转录,整理和分析,实验前后对学生进行了问卷调查并分析整理了调查的数据。本次教学实验所得的结论是:行为上,学生在阅读过程中会有意识的进行语言的模仿和运用,同时在写作过程中主动的参考和回顾已读的语言内容,从而形成有效的读写习惯;情感上,学生的写作积极性有了很大的提升;水平上,参与读写结合尝试的实验班的写作成绩有了较大的提升。因此,高中英语教学中运用读写结合的教学尝试是可行的。
[Abstract]:At present, English teaching in senior high school is based on input teaching, that is, paying attention to listening and reading, but despising speaking and writing, which leads to the unsatisfactory writing level of many senior high school students. In the past years, there are many problems in the written expression of college entrance examination, such as empty writing content, confused logic, only some lexical chunks without actual content, or many grammatical errors and incorrect use of language forms. In view of these problems in English writing, this study focuses on the internal relationship and feasibility of the combination of English reading and writing, with a view to promoting the teaching of English writing. Based on the language input and output hypothesis, discourse analysis theory and scaffold theory, the present study uses questionnaires, interviews, and experimental studies to study the following questions: 1: 1. The combination of reading and writing is how to operate in classroom teaching practice. How does the teaching mode of combining reading and writing influence the students' writing enthusiasm? How does the combination of reading and writing affect the students' writing level? This study took two parallel classes in a middle school as experimental objects, one as experimental class and the other as control class for 8 months. During the experiment, the experimental class and the control class use the same teaching material. The difference is that the experimental class adopts the teaching mode of combining reading and writing, including imitation writing, abbreviated writing, extended writing, topic based writing and so on. The reading and writing tasks are focused on words and phrases. The structure of sentence patterns, paragraphs and texts, ideas and ideas, and so on. The pre-and post-test data collected were analyzed by SPSS 19.0 software. The interview results were transcribed, sorted and analyzed. The questionnaire survey was conducted before and after the experiment and the survey data were analyzed. The conclusions of this teaching experiment are as follows: in the process of reading, students will consciously imitate and use the language, and at the same time, actively refer to and review the contents of the language read in the process of writing, thus forming effective reading and writing habits; Emotionally, the students' writing enthusiasm has been greatly improved; at the level, the experimental class involved in reading and writing attempts to achieve a greater improvement. Therefore, it is feasible to use the combination of reading and writing in high school English teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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