本文關鍵詞：以輸出為驅動的高中英語讀寫教學模式探究　出處：《南京師范大學》2015年碩士論文　論文類型：學位論文

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【摘要】：高中英語教學的宗旨是培養(yǎng)學生的綜合運用英語的交際能力。英語寫作能力是其中不可或缺的一部分,是學生綜合運用英語能力的具體體現(xiàn)。但是,英語寫作始終是高中英語教學中的最薄弱項,提高高中生寫作技能應是高中英語教學階段的重中之重。本文以“輸出驅動為導向”為理論依托,對高中英語讀寫教學模式進行探究。從牛津高中英語教材和英語報刊、雜志上遴選閱讀題材和寫作話題,采用“閱讀——討論——寫作——評議——寫作”的連續(xù)體構建高中英語讀寫教學模式,整個讀寫模式體現(xiàn)學生的主體地位以及教師的主導作用。本研究為期18周,研究對象為某四星級高中高二年級一個理科重點班,共54位同學,采用成績測試法、訪談法和觀察法等研究手段獲取數(shù)據(jù)。數(shù)據(jù)分析結果表明：以輸出為驅動的高中英語讀寫教學模式明顯有效提高學生的寫作能力,尤其是基礎較好學生主動性較強學生效果更為顯著；其次,提升學生對輸入與輸出的認知,對學生的讀寫行為產(chǎn)生積極影響,提高學生的綜合運用英語的能力。本研究通過教學實踐驗證了以輸出為驅動的高中英語讀寫教學模式的可行性。另外,希望本研究所創(chuàng)建的高中英語讀寫教學模式為致力于高中英語讀寫教學研究的同仁們提供借鑒。
[Abstract]:The purpose of English teaching in senior high school is to cultivate students' communicative competence of comprehensive use of English. English writing ability is an indispensable part of it and a concrete embodiment of students' comprehensive English use ability. English writing has always been the weakest point in English teaching in senior high school. Improving the writing skills of senior high school students should be the most important part of English teaching in senior high school. This paper is based on the theory of "output-driven". This paper probes into the teaching mode of reading and writing in senior high school. It selects reading topics and writing topics from Oxford senior high school English textbooks and English newspapers and magazines. Using the continuum of "Reading-Discussion-writing-Review-Writing" to construct the teaching mode of English reading and writing in senior high school. The whole reading and writing mode reflects the main position of students and the leading role of teachers. The study lasted for 18 weeks. The subjects of the study were a key science class in a four-star senior high school with 54 students. The results show that the output-driven high school English reading and writing teaching model can effectively improve students' writing ability. Especially, the effect of students with good foundation is more obvious than that of students with strong initiative. Secondly, improving students' cognition of input and output has a positive effect on students' reading and writing behavior. This study has proved the feasibility of the output-driven English reading and writing teaching model in senior high school through teaching practice. It is hoped that the teaching model of reading and writing in senior high school can be used for reference by colleagues who devote themselves to the teaching of reading and writing in senior high school.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1406226