四方写作法指导下的初中英语过程写作的行动研究
发布时间：2018-08-03 11:52
【摘要】：英语写作是在听、说、读、写四项技能中的一项综合语言技能,在初中英语教学中占有至关重要的地位。虽然教育部在《初中英语课程标准》和《初中英语教学大纲》中已经明确了对于英语写作技能训练的要求,但在目前本省中学英语写作教学实际中,仍面临诸多问题,尤其是在一些英语教学处于中低水平的农村地区初中。因此,研究农村和城郊学校存在的英语教学问题,探索改变教学现状的途径势在必行。本研究旨在探索一所郊区初中的写作教学问题,并寻求解决问题的办法,基于认知发展过程理论、合作学习理以及建构主义模式下的学习理论为理论,采用“四方写作法”指导学生通过英语过程写作的三步骤,即:写前、写中和写后,最终完成写作。在教学过程中,尤其强调对学生写前构思的启发和写后评改方式的使用,目的是解决初中生英语写作中的困难,使其写作能力得到一定的提高。本研究以贵阳市白云民族中学七年级学生为教学对象,进行了为期三个月的行动研究,主要解决以下问题:1.在“四方写作法”的指导下,初中生的英语写前构思是否产生了一些实际效果?2.通过“四方写作法”的指导,是否实现了学生的英语表达形式内化的这一过程?是如何实现英语表达形式内化的?3.“四方写作法”的训练是否帮助构建学生的英语写作框架和提高写作的整体意识?本研究首先开展问卷调查和观察学生日常作文,对英语写作的现状和存在的问题进行剖析,根据学生的实际问题,有针对性地制定了一项行动方案,拟定一套可供操作的教学计划并加以实施。经过一段时间的训练,前后对比学生的作文内容和分数,反思并改进原有方案后继续开展实施,不断改进教学,以保证行动方案的有效实施。本研究采用以定性为主,定量为辅的研究手段,以问卷调查、课堂观察、书面反馈以及写作测试等工具和手段采集数据,对调查问卷数据进行处理和分析,并采用配对样本T检验对学生作文分数等数据进行统计分析,在此基础上,对“四方写作法”指导下的过程写作教学进行研究和讨论。此项行动研究结果表明,大多数学生以“四方写作法”思路为指导,经过一段时间的过程写作训练后,英语作文的总体水平都有了一定的提高,学会在写作前进行审题和写作框架的构思,其思维得到启发,思路有所扩展,反复练习以熟悉英语表达形式逐渐使学生实现英语表达形式内化的过程,学生能够写出基本符合英语规范的句子,作文内容显得较为清晰和完整。“四方写作法”的训练帮助学生更好的构建英语写作框架,学生初步感受到写作带来的成就感,这在一定程度上激发了他们的英语写作兴趣并增强英语写作的自信心。本研究结果表明,“四方写作法”指导下的英语过程写作有助于改进英语写作教学和提高初中生的英语写作水平。
[Abstract]:English writing is a comprehensive language skill in listening, speaking, reading and writing, which plays an important role in junior high school English teaching. Although the Ministry of Education has made clear the requirements for English writing skills training in Junior High School English Curriculum Standard and Junior High School English syllabus, there are still many problems in the teaching of English writing in middle schools in this province. Especially in some middle-and-low-level junior middle school English teaching in rural areas. Therefore, it is imperative to study English teaching problems in rural and suburban schools and explore ways to change the teaching situation. The purpose of this study is to explore the problem of writing teaching in a suburban junior high school, and to find solutions to the problem, based on the theory of cognitive development process, cooperative learning theory and learning theory under the constructivism model. The four-way writing method is used to guide the students to complete their writing in the following three steps: before writing, writing and writing. In the process of teaching, the author especially emphasizes the inspiration of students' pre-writing conception and the use of post-writing evaluation methods, in order to solve the difficulties in junior high school students' English writing and to improve their writing ability to a certain extent. This research takes the seventh grade students of Baiyun ethnic Middle School in Guiyang as the teaching object, and carries on the action research for three months, mainly solves the following question: 1. Under the guidance of the Quadripartite Writing method, does the pre-writing conception of junior high school students have some practical effects? Under the guidance of the Quadripartite Writing method, has the process of internalization of students' English expressions been realized? How to realize the internalization of English expression. Does the four-party writing approach help students to build a framework of English writing and enhance their overall sense of writing? In this study, a questionnaire survey and observation of the students' daily compositions were conducted to analyze the present situation and existing problems of English writing. According to the actual problems of the students, an action plan was drawn up. Draw up an operational teaching plan and implement it. After a period of training, the students' composition contents and scores were compared before and after, and after reflecting and improving the original plan, they continued to carry out and improve the teaching, so as to ensure the effective implementation of the action plan. This study adopts qualitative and quantitative research methods to collect data, such as questionnaire survey, classroom observation, written feedback and writing test, to process and analyze the questionnaire data. On the basis of the statistical analysis of students' composition scores by paired sample T test, the teaching of process writing under the guidance of the Quartet Writing method is studied and discussed. The results of this action study show that most of the students are guided by the Quadripartite Writing method, and after a period of process writing training, the overall level of English composition has been improved to a certain extent. Learning to consider questions and frame of writing before writing, its thinking has been inspired, ideas have been expanded, repeated practice to familiarize students with the form of English expression gradually to achieve the process of internalization of the form of English expression, Students can write sentences which accord with English standard, and the composition is clear and complete. The training of Quadripartite Writing method helps students to construct a better framework of English writing, and students feel a sense of achievement in writing, which to some extent arouses their interest in English writing and enhances their self-confidence in English writing. The results of the present study indicate that English process writing under the guidance of the Quartet approach can help to improve the teaching of English writing and improve the English writing proficiency of junior high school students.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2161657
[Abstract]:English writing is a comprehensive language skill in listening, speaking, reading and writing, which plays an important role in junior high school English teaching. Although the Ministry of Education has made clear the requirements for English writing skills training in Junior High School English Curriculum Standard and Junior High School English syllabus, there are still many problems in the teaching of English writing in middle schools in this province. Especially in some middle-and-low-level junior middle school English teaching in rural areas. Therefore, it is imperative to study English teaching problems in rural and suburban schools and explore ways to change the teaching situation. The purpose of this study is to explore the problem of writing teaching in a suburban junior high school, and to find solutions to the problem, based on the theory of cognitive development process, cooperative learning theory and learning theory under the constructivism model. The four-way writing method is used to guide the students to complete their writing in the following three steps: before writing, writing and writing. In the process of teaching, the author especially emphasizes the inspiration of students' pre-writing conception and the use of post-writing evaluation methods, in order to solve the difficulties in junior high school students' English writing and to improve their writing ability to a certain extent. This research takes the seventh grade students of Baiyun ethnic Middle School in Guiyang as the teaching object, and carries on the action research for three months, mainly solves the following question: 1. Under the guidance of the Quadripartite Writing method, does the pre-writing conception of junior high school students have some practical effects? Under the guidance of the Quadripartite Writing method, has the process of internalization of students' English expressions been realized? How to realize the internalization of English expression. Does the four-party writing approach help students to build a framework of English writing and enhance their overall sense of writing? In this study, a questionnaire survey and observation of the students' daily compositions were conducted to analyze the present situation and existing problems of English writing. According to the actual problems of the students, an action plan was drawn up. Draw up an operational teaching plan and implement it. After a period of training, the students' composition contents and scores were compared before and after, and after reflecting and improving the original plan, they continued to carry out and improve the teaching, so as to ensure the effective implementation of the action plan. This study adopts qualitative and quantitative research methods to collect data, such as questionnaire survey, classroom observation, written feedback and writing test, to process and analyze the questionnaire data. On the basis of the statistical analysis of students' composition scores by paired sample T test, the teaching of process writing under the guidance of the Quartet Writing method is studied and discussed. The results of this action study show that most of the students are guided by the Quadripartite Writing method, and after a period of process writing training, the overall level of English composition has been improved to a certain extent. Learning to consider questions and frame of writing before writing, its thinking has been inspired, ideas have been expanded, repeated practice to familiarize students with the form of English expression gradually to achieve the process of internalization of the form of English expression, Students can write sentences which accord with English standard, and the composition is clear and complete. The training of Quadripartite Writing method helps students to construct a better framework of English writing, and students feel a sense of achievement in writing, which to some extent arouses their interest in English writing and enhances their self-confidence in English writing. The results of the present study indicate that English process writing under the guidance of the Quartet approach can help to improve the teaching of English writing and improve the English writing proficiency of junior high school students.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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