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  本文選題：模因理論　切入點：背誦仿寫法　出處：《渤海大學》2015年碩士論文　論文類型：學位論文

【摘要】：本研究將模因理論引入高中英語寫作教學中,目的在于探索基于模因理論的背誦仿寫教學是否為一種有效高中英語寫作教學的方法。為了探究基于模因理論的背誦仿寫教學法是否有效,作者進行了16周的實驗。實驗從2014年9月持續(xù)到2015年1月。實驗在本溪市第二高級中學高二年級23班和24班兩個班級進行。兩個班級一個為實驗班一個為控制班。實驗中,實驗班采用基于模因理論的背誦仿寫教學法,控制班采用傳統(tǒng)教學法進行教學。研究采用的工具有調(diào)查問卷(2個)、寫作測試(2個)。寫作測試用于測驗前后的學生的寫作水平。根據(jù)實驗班前測成績,筆者講實驗班中寫作成績前十五名劃分為高分組,寫作成績后十五名為低分組。實驗問題如下。(1)基于模因理論的背誦仿寫教學法能夠改變學生對英語寫作的態(tài)度嗎?(2)基于模因理論的背誦仿寫教學法能夠提高學生的寫作能力嗎?(3)通過基于模因理論的背誦仿寫教學法,哪個組的學生提高寫作能力更多?實驗得出的數(shù)據(jù)使用SPSS17.0軟件分析,包括配對樣本T檢驗和獨立樣本T檢驗。用配對樣本T檢驗對同一班的前測成績和后測成績差異進行分析。用獨立樣T檢驗都對兩個班成績差異進行分析。。通過分析問卷調(diào)查,第一個實驗問題的結(jié)論是基于模因理論的背誦仿寫教學法能夠改變學生對英語寫作的態(tài)度。通過對前測后測成績的分析,第二第三個實驗問題的結(jié)論為:基于模因理論的背誦仿寫教學法可以幫助學生能夠提高寫作能力;通過基于模因理論的背誦仿寫教學法,低分組的學生提高成績的幅度要大過高分組的學生。
[Abstract]:This study introduces the meme theory into English writing teaching in senior high school. The purpose of this paper is to explore whether the teaching of recitation parody writing based on meme theory is an effective method for teaching English writing in senior high school, and to explore whether the teaching method of recitation parody writing based on meme theory is effective. The experiment lasted from September 2014 to January 2015. The experiment was carried out in Class 23 and Class 24 of Grade two in Benxi second Senior Middle School. The two classes were one in the experimental class and the other in the control class. The experimental class adopted the method of memorizing and writing based on meme theory. The control class used traditional teaching methods. The tools used in the study were questionnaires (2 questionnaires, 2 writing tests). The writing test was used for students' writing level before and after the test. The author points out that the top 15 students in the experimental class are divided into high score groups and 15 low scores after writing scores. The experimental question is as follows: 1) can the memorization method based on meme theory change the students' attitude towards English writing? (2) can the method of memorizing and writing based on meme theory improve students' writing ability? (3) which group of students can improve their writing ability more through memorizing and writing teaching method based on meme theory? The data obtained from the experiment are analyzed by SPSS17.0 software. It includes paired sample T test and independent sample T test. Using paired sample T test to analyze the difference of pre-test and post-test scores in the same class. Using independent sample T-test to analyze the difference between the two classes. The conclusion of the first experiment is that memorization based on meme theory can change students' attitude towards English writing. The conclusion of the second and third experimental question is that the method of memorizing and writing based on meme theory can help students to improve their writing ability, and that the teaching method of reciting parody writing based on meme theory can help students improve their writing ability. The students in the lower group improved their grades more than the students in the high score group.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前1條

1 裘瑩瑩;;從模因論視角看背誦在英語教學中的作用[J];安徽文學(下半月);2009年10期

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本文編號：1590219