WebQuest在大學英語寫作教學中的應用研究
發(fā)布時間：2018-07-25 14:05
【摘要】：寫作作為一項語言教學中的產(chǎn)出技能,在大學英語教學中的地位是至關(guān)重要的。正如WilgaM.Rivers(1986)提出，近幾年來寫作一度被視為其他三種語言技能的基礎(chǔ)①。然而，在當前的大學英語教學中，寫作課的教學效果尚不盡如人意。張在新等（1995）曾說，毋庸置疑,學生在語言寫作方面存在很大困難。和其他三種（聽，說，讀等）語言技能相比，寫作被認為是最難培養(yǎng)的一種語言技能。而寫作教學也面臨著巨大的問題與挑戰(zhàn)。因此，探索出一個新的寫作教學模式對提高大學英語寫作教學效果和學生的寫作水平是非常必要的。 本研究以建構(gòu)主義為理論為依據(jù)，采用質(zhì)化與量化相結(jié)合的研究方法，以問卷調(diào)查，寫作測試和訪談等方式為研究工具，，通過實驗教學，探究了基于WebQuest的寫作教學模式在大學英語寫作教學中的應用，旨在探索（1）基于WebQuest的寫作教學模式在激發(fā)學生學習興趣和動機等方面是否優(yōu)于結(jié)果教學法；（2）與結(jié)果教學法相比，基于WebQuest的寫作教學模式是否更能提高非英語專業(yè)大學生英語寫作水平；（3）基于WebQuest的寫作教學模式是否有利于培養(yǎng)非英語專業(yè)大學生的自主學習能力。本研究的受試為甘肅政法學院公共管理學院2011級120名本科學生。 研究結(jié)果表明，基于WebQuest的寫作教學模式可以運用于大學英語教學中。和傳統(tǒng)的結(jié)果教學法相比，它更有利于培養(yǎng)和激發(fā)非英語專業(yè)大學生的興趣和學習動機和提高其寫作表達水平。此外，研究還發(fā)現(xiàn)此教學模式能培養(yǎng)他們的自主學習能力。同時，此教學模式也存在一些問題：如怎樣有效地管理學習小組，在硬件網(wǎng)絡教學環(huán)境不具備的條件下如何實施教學等。 本研究由六個章節(jié)組成。第一章為引言部分，主要介紹本研究的背景，意義及結(jié)構(gòu)。第二章為文獻綜述，作者首先對WebQuest的定義、起源及結(jié)構(gòu)做了系統(tǒng)的闡述，然后回顧了中外學者對WebQuest的相關(guān)研究，最后分析了寫作教學的研究現(xiàn)狀及存在問題。第三章為理論基礎(chǔ)。作者通過闡述支持本研究的三個理論，構(gòu)建了基于WebQuest的大學英語寫作教學模式。第四章為實驗部分。作者主要描述了研究問題，對象及研究工具，分別描述了基于WebQuest的寫作教學模式和結(jié)果寫作教學模式及其在課堂中的具體操作步驟。第五章為本實驗的主要發(fā)現(xiàn)部分。作者主要分析實驗數(shù)據(jù)并討論了WebQuest寫作教學模式的優(yōu)勢。第六章為本研究的結(jié)果部分。作者對本研究做出了最后的結(jié)論并為大學英語寫作教學及研究提出了建議。
[Abstract]:As a productive skill in language teaching, writing plays an important role in college English teaching. As WilgaM.Rivers (1986) suggested, writing was once considered the foundation of the other three language skills in recent years. However, in current college English teaching, the teaching effect of writing course is not satisfactory. Zhang Zaixin et al. (1995) once said that there is no doubt that students have great difficulties in language writing. Writing is considered one of the most difficult language skills to develop compared with three other language skills (listening, speaking, reading, etc.). Writing teaching also faces enormous problems and challenges. Therefore, it is necessary to explore a new writing teaching model to improve the teaching effect of college English writing and the students' writing level. Based on the theory of constructivism, this study adopts the method of combining qualitative and quantitative research, and takes questionnaire survey, writing test and interview as the research tools, through experimental teaching. This paper probes into the application of writing teaching mode based on WebQuest in college English writing teaching. The purpose of this paper is to explore (1) whether the writing teaching model based on WebQuest is superior to the result teaching method in arousing students' interest and motivation in learning; (2) comparing with the result teaching method. Whether the writing teaching mode based on WebQuest can improve the English writing level of non-English majors; (3) whether the writing teaching mode based on WebQuest can help to cultivate the autonomous learning ability of non-English majors. The subjects of this study were 2011 undergraduate students from the School of Public Administration, Gansu University of political Science and Law. The results show that the writing teaching model based on WebQuest can be applied to college English teaching. Compared with the traditional result teaching method, it is more helpful to cultivate and stimulate the interest and motivation of non-English majors and improve their writing and expression level. In addition, the study also found that this teaching model can cultivate their autonomous learning ability. At the same time, there are some problems in this teaching mode, such as how to manage the learning group effectively and how to implement the teaching under the condition that the hardware network teaching environment is not available. This study consists of six chapters. The first chapter is the introduction, mainly introduces the background, significance and structure of this study. The second chapter is a literature review. Firstly, the author systematically expounds the definition, origin and structure of WebQuest, then reviews the relevant research on WebQuest by Chinese and foreign scholars, and finally analyzes the present situation and existing problems of writing teaching. The third chapter is the theoretical basis. By expounding the three theories supporting this study, the author constructs a college English writing teaching model based on WebQuest. The fourth chapter is the experimental part. The author mainly describes the research problems, objects and research tools, and describes the teaching model of writing based on WebQuest and the teaching mode of resultant writing, and the concrete operation steps in the classroom, respectively. The fifth chapter is the main findings of this experiment. The author analyzes the experimental data and discusses the advantages of WebQuest writing teaching model. The sixth chapter is the result of this study. The author draws a conclusion and puts forward some suggestions for the teaching and research of college English writing.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H319.3
本文編號：2144052
[Abstract]:As a productive skill in language teaching, writing plays an important role in college English teaching. As WilgaM.Rivers (1986) suggested, writing was once considered the foundation of the other three language skills in recent years. However, in current college English teaching, the teaching effect of writing course is not satisfactory. Zhang Zaixin et al. (1995) once said that there is no doubt that students have great difficulties in language writing. Writing is considered one of the most difficult language skills to develop compared with three other language skills (listening, speaking, reading, etc.). Writing teaching also faces enormous problems and challenges. Therefore, it is necessary to explore a new writing teaching model to improve the teaching effect of college English writing and the students' writing level. Based on the theory of constructivism, this study adopts the method of combining qualitative and quantitative research, and takes questionnaire survey, writing test and interview as the research tools, through experimental teaching. This paper probes into the application of writing teaching mode based on WebQuest in college English writing teaching. The purpose of this paper is to explore (1) whether the writing teaching model based on WebQuest is superior to the result teaching method in arousing students' interest and motivation in learning; (2) comparing with the result teaching method. Whether the writing teaching mode based on WebQuest can improve the English writing level of non-English majors; (3) whether the writing teaching mode based on WebQuest can help to cultivate the autonomous learning ability of non-English majors. The subjects of this study were 2011 undergraduate students from the School of Public Administration, Gansu University of political Science and Law. The results show that the writing teaching model based on WebQuest can be applied to college English teaching. Compared with the traditional result teaching method, it is more helpful to cultivate and stimulate the interest and motivation of non-English majors and improve their writing and expression level. In addition, the study also found that this teaching model can cultivate their autonomous learning ability. At the same time, there are some problems in this teaching mode, such as how to manage the learning group effectively and how to implement the teaching under the condition that the hardware network teaching environment is not available. This study consists of six chapters. The first chapter is the introduction, mainly introduces the background, significance and structure of this study. The second chapter is a literature review. Firstly, the author systematically expounds the definition, origin and structure of WebQuest, then reviews the relevant research on WebQuest by Chinese and foreign scholars, and finally analyzes the present situation and existing problems of writing teaching. The third chapter is the theoretical basis. By expounding the three theories supporting this study, the author constructs a college English writing teaching model based on WebQuest. The fourth chapter is the experimental part. The author mainly describes the research problems, objects and research tools, and describes the teaching model of writing based on WebQuest and the teaching mode of resultant writing, and the concrete operation steps in the classroom, respectively. The fifth chapter is the main findings of this experiment. The author analyzes the experimental data and discusses the advantages of WebQuest writing teaching model. The sixth chapter is the result of this study. The author draws a conclusion and puts forward some suggestions for the teaching and research of college English writing.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H319.3
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