体验式学习在高中英语写作教学中的应用研究
发布时间：2018-10-20 09:37
【摘要】：在听、说、读、写四项技能中,“写作”作为语言输出的重要部分,是一项综合性很强的技能。当前国内传统英语写作教学过于注重练习写作技巧,学生大部分情况处于记忆和套用现成句式的被动状态,很少主动思考以及反思自己的写作过程。同时,教师更多地关注学生呈现的写作文本,包括遣词造句,而对于学生在写作过程,如何思考写作题目和组织写作语言很少关注。这些都使得英语写作一直是英语教学需要解决的一大难题。体验式学习涉及到学生的情感、知觉、思维和行为,它强调语言学习者身与心能动的参与。在体验式学习的过程中,学生能够积极参与各种体验活动。这一过程能够极大地激发学生的学习兴趣,并促使学生自然地习得英语语言知识,进而提高学生学习英语的主动性。本文从当前高中英语写作教学的现状和英语教育改革的需要出发,在大卫·库伯体验学习圈理论的基础上,提出在高中英语写作教学中实施体验式学习,并就其展开相应的实验研究,旨在探究以下两个问题：1.体验式学习能否转变学生的写作态度?2.体验式学习能否提高学生的写作能力?本研究采用定量与定性研究相结合的研究方法,进行了数据的收集和分析。本次研究的实验对象来自平顺中学的高一年级两个平行班级。实验前测表明两班在英语写作态度和写作水平方面并不存在显著差异。在为期四个月的实验过程中,笔者在实验班将体验式学习用于写作教学中,在控制班则依然采用传统的写作教学方式。实验结束后,笔者分别通过问卷和写作测试对两个班级进行后测。与此同时,在实验班级进行了访谈,用以进一步了解学生对于体验式学习这一新方法的认识和想法。研究结果表明：体验式学习在转变学生的英语写作态度方面,具有明显的积极作用。并且,体验式学习能够很大程度地提高学生的英语写作能力,对于弥补以往传统写作教学的不足,具有显著的作用。与此同时,本研究在体验式学习的基础上,对于如何更加有效地进行写作教学,提供了一些相关的启示。
[Abstract]:Among the four skills of listening, speaking, reading and writing, writing is a comprehensive skill as an important part of language output. At present, the traditional English writing teaching in China pays too much attention to practicing writing skills. Most of the students are in a passive state of memorizing and applying ready-made sentence patterns, and seldom think actively and reflect on their own writing process. At the same time, teachers pay more attention to the writing text presented by the students, including the choice of words and sentences, but little attention is paid to how the students think about writing problems and how to organize the writing language in the process of writing. All these make English writing a difficult problem in English teaching. Experiential learning involves students' emotion, perception, thinking and behavior. It emphasizes the participation of language learners' body and mind. In the process of experiential learning, students can actively participate in various experiential activities. This process can greatly stimulate students' interest in learning and promote students' natural acquisition of English language knowledge, thus enhancing students' initiative in learning English. Starting from the current situation of English writing teaching in senior high school and the needs of English education reform, this paper proposes to implement experiential learning in English writing teaching in senior high school on the basis of David Cooper's theory of experiential learning circle. And the corresponding experimental research is carried out in order to explore the following two issues: 1. Can experiential learning change students' writing attitude? 2. Can experiential learning improve students' writing ability? In this study, quantitative and qualitative research methods were used to collect and analyze the data. The subjects of this study are two parallel classes in grade one of Pingshun Middle School. The pretest shows that there is no significant difference in English writing attitude and writing proficiency between the two classes. During the four-month experiment, the author used experiential learning in the writing teaching in the experimental class, while the traditional writing teaching method was still adopted in the control class. After the experiment, the author tested the two classes by questionnaire and writing test. At the same time, interviews were conducted in the experimental class to further understand the students' understanding and ideas on the new method of experiential learning. The results show that experiential learning plays an active role in changing students' English writing attitude. Moreover, experiential learning can improve students' English writing ability to a great extent and play a significant role in making up for the shortcomings of traditional writing teaching. At the same time, on the basis of experiential learning, this study provides some enlightenment on how to teach writing more effectively.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2282750
[Abstract]:Among the four skills of listening, speaking, reading and writing, writing is a comprehensive skill as an important part of language output. At present, the traditional English writing teaching in China pays too much attention to practicing writing skills. Most of the students are in a passive state of memorizing and applying ready-made sentence patterns, and seldom think actively and reflect on their own writing process. At the same time, teachers pay more attention to the writing text presented by the students, including the choice of words and sentences, but little attention is paid to how the students think about writing problems and how to organize the writing language in the process of writing. All these make English writing a difficult problem in English teaching. Experiential learning involves students' emotion, perception, thinking and behavior. It emphasizes the participation of language learners' body and mind. In the process of experiential learning, students can actively participate in various experiential activities. This process can greatly stimulate students' interest in learning and promote students' natural acquisition of English language knowledge, thus enhancing students' initiative in learning English. Starting from the current situation of English writing teaching in senior high school and the needs of English education reform, this paper proposes to implement experiential learning in English writing teaching in senior high school on the basis of David Cooper's theory of experiential learning circle. And the corresponding experimental research is carried out in order to explore the following two issues: 1. Can experiential learning change students' writing attitude? 2. Can experiential learning improve students' writing ability? In this study, quantitative and qualitative research methods were used to collect and analyze the data. The subjects of this study are two parallel classes in grade one of Pingshun Middle School. The pretest shows that there is no significant difference in English writing attitude and writing proficiency between the two classes. During the four-month experiment, the author used experiential learning in the writing teaching in the experimental class, while the traditional writing teaching method was still adopted in the control class. After the experiment, the author tested the two classes by questionnaire and writing test. At the same time, interviews were conducted in the experimental class to further understand the students' understanding and ideas on the new method of experiential learning. The results show that experiential learning plays an active role in changing students' English writing attitude. Moreover, experiential learning can improve students' English writing ability to a great extent and play a significant role in making up for the shortcomings of traditional writing teaching. At the same time, on the basis of experiential learning, this study provides some enlightenment on how to teach writing more effectively.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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