频次作用对高考英语写作的影响
发布时间：2018-11-20 20:47
【摘要】：写作是高考考查的重点,同时也是英语教学的难点。在高中英语教学中,写作训练存在费时多、效果差的现象。受频次作用理论的启示,本研究采用多频次练习的写作训练方法进行教学实验,从写作质量、写作信心两个方面探讨频次作用对高考英语写作的影响。本研究还进一步考察了受试对这一写作训练方法的态度以及频次作用+教师反馈的效果。针对这一研究主题,本研究提出以下研究问题:(1)频次作用对高考英语作文写作质量有何影响?(2)频次作用对受试写作信心的影响如何?(3)受试对频次练习写作教学模式的态度如何?(4)频次作用和教师反馈结合的效果如何?本研究历时五周,研究对象为枣庄市山亭区某高中高三年级的60名学生。受试被分为三组:频次作用自我修改组、频次作用+教师反馈组和常规写作对照组,每组20人。材料收集分别在第一周、第三周和第五周进行。两组频次作用组就同一篇高考题目同时进行三次写作练习,不同点是教师仅对频次作用+教师反馈组额外给予书面反馈,而常规写作对照组每次就不同的高考题目写作。收集到的作文根据高考作文评分标准评定总分,并根据分项评分量表就内容要点、语法、流利度等分项进行打分。实验结束后对受试进行问卷调查和访谈。本研究的数据由SPSS19.0软件进行处理和对比分析,并结合问卷调查和访谈,最后得出实验结论如下:(1)频次写作训练整体上有利于受试高考作文写作质量的提高。主要表现在内容更全面,语法错误减少,逻辑性增强,作文的准确性、流利度和连贯性皆有提高,频次作用+教师反馈写作组的提高尤为明显。(2)在频次写作训练中学生的写作信心随着次数的增加不断增强。也就是说,练习频次的增加对写作信心有增强作用。前次写作为后续写作提供了铺垫和心理准备。(3)大部分受试对频次写作训练模式持接受认可的态度。(4)频次练习+教师反馈练习方式有一定的累加效应。本研究对练习频次作用下的高考英语写作教学实践有一定的现实意义,频次作用+教师反馈写作教学模式对高考英语写作教学有一定的借鉴和启示作用。
[Abstract]:Writing is not only the focus of college entrance examination, but also the difficulty of English teaching. In high school English teaching, writing training is time-consuming and ineffective. Inspired by the theory of frequency effect, this study adopts the writing training method of multi-frequency exercises to carry out teaching experiments, and discusses the influence of frequency on college English writing from two aspects: writing quality and writing confidence. The study also investigated the students' attitude to this writing training method and the effect of frequency on teachers' feedback. In response to this research theme, This study puts forward the following research questions: (1) how does frequency affect the writing quality of college entrance examination? (2) what is the effect of frequency on the students' writing confidence? What is the attitude of the teacher? (4) what is the effect of the combination of frequency and teacher feedback? This study lasted for five weeks. The subjects were 60 senior high school students in Shanting District, Zaozhuang City. The subjects were divided into three groups: the frequency effect self-modification group, the frequency effect teacher feedback group and the routine writing control group, each group with 20 people. The materials were collected in the first week, the third week and the fifth week. The two groups had three writing exercises on the same subject, the difference being that the teachers only gave additional written feedback to the feedback group, while the conventional writing control group wrote on the different subjects of the college entrance examination each time. The collected compositions were assessed according to the college entrance examination composition scoring standard, and the content points, grammar, fluency and other sub-items were scored according to the itemized score scale. Questionnaires and interviews were conducted after the experiment. The data of this study are processed and compared by SPSS19.0 software, and combined with questionnaire survey and interview, the experimental conclusions are as follows: (1) the frequency of writing training is conducive to the improvement of the writing quality of the college entrance examination. They are more comprehensive in content, fewer grammatical errors, more logical, more accurate, more fluent and more coherent in composition. The improvement of teacher feedback writing group is especially obvious. (2) students' writing confidence increases with the increase of frequency writing training. That is to say, the increase of practice frequency has a strong effect on writing confidence. The previous writing provided the groundwork and psychological preparation for the follow-up writing. (3) most of the subjects accepted the frequent writing training mode. (4) the feedback exercise method of the frequent practice teachers had a certain cumulative effect. This study has certain practical significance to the teaching practice of college entrance examination English writing under the influence of practice frequency, and the feedback writing teaching mode of teachers' frequency influence has certain reference and enlightenment function to the teaching of college entrance examination English writing.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:Writing is not only the focus of college entrance examination, but also the difficulty of English teaching. In high school English teaching, writing training is time-consuming and ineffective. Inspired by the theory of frequency effect, this study adopts the writing training method of multi-frequency exercises to carry out teaching experiments, and discusses the influence of frequency on college English writing from two aspects: writing quality and writing confidence. The study also investigated the students' attitude to this writing training method and the effect of frequency on teachers' feedback. In response to this research theme, This study puts forward the following research questions: (1) how does frequency affect the writing quality of college entrance examination? (2) what is the effect of frequency on the students' writing confidence? What is the attitude of the teacher? (4) what is the effect of the combination of frequency and teacher feedback? This study lasted for five weeks. The subjects were 60 senior high school students in Shanting District, Zaozhuang City. The subjects were divided into three groups: the frequency effect self-modification group, the frequency effect teacher feedback group and the routine writing control group, each group with 20 people. The materials were collected in the first week, the third week and the fifth week. The two groups had three writing exercises on the same subject, the difference being that the teachers only gave additional written feedback to the feedback group, while the conventional writing control group wrote on the different subjects of the college entrance examination each time. The collected compositions were assessed according to the college entrance examination composition scoring standard, and the content points, grammar, fluency and other sub-items were scored according to the itemized score scale. Questionnaires and interviews were conducted after the experiment. The data of this study are processed and compared by SPSS19.0 software, and combined with questionnaire survey and interview, the experimental conclusions are as follows: (1) the frequency of writing training is conducive to the improvement of the writing quality of the college entrance examination. They are more comprehensive in content, fewer grammatical errors, more logical, more accurate, more fluent and more coherent in composition. The improvement of teacher feedback writing group is especially obvious. (2) students' writing confidence increases with the increase of frequency writing training. That is to say, the increase of practice frequency has a strong effect on writing confidence. The previous writing provided the groundwork and psychological preparation for the follow-up writing. (3) most of the subjects accepted the frequent writing training mode. (4) the feedback exercise method of the frequent practice teachers had a certain cumulative effect. This study has certain practical significance to the teaching practice of college entrance examination English writing under the influence of practice frequency, and the feedback writing teaching mode of teachers' frequency influence has certain reference and enlightenment function to the teaching of college entrance examination English writing.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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