高中生学习参与度对英语写作水平的影响研究
发布时间：2018-12-10 09:55
【摘要】：英语写作作为英语学习听、说、读、写的四项基本技能之一,在高考中占有举足轻重的地位。而目前高中生英语写作得分普遍不高,尤其是在三星级高中,满分25分的英语作文能得到20分以上的学生凤毛麟角。在平时教学中,英语教师往往注重学生听力和阅读能力的培养。很多教师只有在评讲试卷时才会讲解作文,忽视学生日常的写作训练。因此,重视写作教学,提高学生写作成绩应该成为广大英语教师关注的一个问题。如今随着教育改革的推进,以学生为主体的教育理念得到大力倡导,课堂是否有学生参与、学生是否在课堂上“动起来”已经成为评价教师教学的一项重要指标,由此可见,学生对于学习的参与在某种程度上可能影响其学习成绩,所以探讨高中生学习参与度对写作水平的影响无疑对中学英语教学有重要意义。本研究将高中生的学习参与分为行为、认知和情感三个维度,选择连云港市一所农村三星级高中高三年级的两个艺术班学生为对象进行为期六周的研究,重点讨论和回答以下两个问题:(1)教师的干预手段是否会影响学生的学习参与度?(2)学生学习参与度是否与英语写作水平存在相关性?笔者首先通过实验前的问卷调查,了解高中生英语学习参与度的现状。然后通过课堂观察、访谈和实验后的调查问卷等研究工具,了解教师的干预手段是否会影响学生的学习参与度。最后通过实验前后的两次问卷调查和两次写作测试等研究工具,了解高中生学习参与度是否与英语写作水平存在相关性。研究表明,教师改变教学流程、师生角色互换、教师在学生小组讨论时干预、同伴互评、教学风格的改变这五种干预手段能够在一定程度上提高学生的学习参与度。学生在教师干预手段作用下,课堂上的积极行为人次增多,消极行为人次减少,学生比较喜爱这五种干预手段,认为它们对学习参与有促进作用。学生的学习参与度与英语写作水平呈正相关,其中行为参与与英语写作水平的相关度最高。研究的结论是高中生学习参与度的提高对英语写作水平有积极的影响。
[Abstract]:As one of the four basic skills in listening, speaking, reading and writing, English writing plays an important role in the college entrance examination. At present, the scores of high school students' English writing are generally not high, especially in three star high schools, where students with a full score of 25 points can get more than 20 points. In normal teaching, English teachers often pay attention to the cultivation of students'listening and reading ability. Many teachers only explain the composition in the examination paper, ignoring the students' daily writing training. Therefore, paying attention to writing teaching and improving students' writing achievement should become a problem that English teachers pay close attention to. With the advancement of educational reform, the student-centered educational concept has been strongly advocated, whether there are students in the classroom, whether or not the students "move" in the classroom has become an important indicator to evaluate the teaching of teachers, it can be seen from this. Students' participation in learning may affect their academic achievement to some extent, so it is of great significance to explore the influence of high school students' participation in learning on their writing ability. In this study, high school students' learning participation was divided into three dimensions: behavior, cognition and emotion, and two art classes in a rural three-star senior high school in Lianyungang city were selected for a six-week study. The following two questions are discussed and answered: (1) does teacher intervention affect students' participation in learning? (2) is there a correlation between students' participation in learning and their level of English writing? First of all, the present situation of high school students' participation in English learning is investigated by a questionnaire before the experiment. Then, through classroom observation, interview and questionnaire, we can find out whether teachers' intervention will affect students' participation in learning. Finally, by means of two questionnaires and two writing tests before and after the experiment, the author tries to find out whether high school students' participation in learning is related to their English writing proficiency. The research shows that teachers' changing teaching process, teachers' role exchange, teachers' intervention in student group discussion, peer evaluation and teaching style change can improve students' participation in learning to a certain extent. Under the influence of teachers' intervention, the active behavior in the classroom increased and the negative behavior decreased. The students preferred the five intervention methods and thought that they could promote the learning participation. There is a positive correlation between students' learning participation and their English writing level, among which behavioral participation has the highest correlation with English writing level. The conclusion of the study is that the improvement of high school students' learning participation has a positive effect on English writing.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2370387
[Abstract]:As one of the four basic skills in listening, speaking, reading and writing, English writing plays an important role in the college entrance examination. At present, the scores of high school students' English writing are generally not high, especially in three star high schools, where students with a full score of 25 points can get more than 20 points. In normal teaching, English teachers often pay attention to the cultivation of students'listening and reading ability. Many teachers only explain the composition in the examination paper, ignoring the students' daily writing training. Therefore, paying attention to writing teaching and improving students' writing achievement should become a problem that English teachers pay close attention to. With the advancement of educational reform, the student-centered educational concept has been strongly advocated, whether there are students in the classroom, whether or not the students "move" in the classroom has become an important indicator to evaluate the teaching of teachers, it can be seen from this. Students' participation in learning may affect their academic achievement to some extent, so it is of great significance to explore the influence of high school students' participation in learning on their writing ability. In this study, high school students' learning participation was divided into three dimensions: behavior, cognition and emotion, and two art classes in a rural three-star senior high school in Lianyungang city were selected for a six-week study. The following two questions are discussed and answered: (1) does teacher intervention affect students' participation in learning? (2) is there a correlation between students' participation in learning and their level of English writing? First of all, the present situation of high school students' participation in English learning is investigated by a questionnaire before the experiment. Then, through classroom observation, interview and questionnaire, we can find out whether teachers' intervention will affect students' participation in learning. Finally, by means of two questionnaires and two writing tests before and after the experiment, the author tries to find out whether high school students' participation in learning is related to their English writing proficiency. The research shows that teachers' changing teaching process, teachers' role exchange, teachers' intervention in student group discussion, peer evaluation and teaching style change can improve students' participation in learning to a certain extent. Under the influence of teachers' intervention, the active behavior in the classroom increased and the negative behavior decreased. The students preferred the five intervention methods and thought that they could promote the learning participation. There is a positive correlation between students' learning participation and their English writing level, among which behavioral participation has the highest correlation with English writing level. The conclusion of the study is that the improvement of high school students' learning participation has a positive effect on English writing.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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