基于體裁教學(xué)的高中英語概要寫作的實證研究
發(fā)布時間：2018-11-15 22:07
【摘要】：近年來,社會的不斷進(jìn)步發(fā)展和對外交流的不斷深入要求學(xué)生必須具備較強(qiáng)的英語的寫作能力。高中英語中的聽、說、讀、寫四個基本技能中,寫作一直被認(rèn)為是最難的。英文摘要寫作是提高學(xué)生寫作能力較為有效的手段之一,它也可以提高學(xué)生的英文慨括能力和閱讀理解的能力。學(xué)者們開始意識到寫作在人際交往中的重要性,寫作研究有了很大的進(jìn)步。以體裁分析為基礎(chǔ)的體裁教學(xué)法不僅將語篇看作是一種語言建構(gòu),也看作是一種社會意義建構(gòu)。傳統(tǒng)的寫作教學(xué)往往忽視對學(xué)生寫作能力的培養(yǎng),面對一個寫作任務(wù),學(xué)生常常不知道該如何下手。本研究以體裁理論作為基本的理論基礎(chǔ),旨在探索體裁教學(xué)法指導(dǎo)下的高中英語摘要寫作效果。為此,作者進(jìn)行了為期一個學(xué)期的教學(xué)實驗。研究對象是九江某中學(xué)高二年級的40名學(xué)生。教師采用體裁教學(xué)法對該班進(jìn)行了為期八周的實驗。此次實驗中,教師通過每周兩小時的寫作教學(xué)課對學(xué)生進(jìn)行摘要寫作訓(xùn)練,訓(xùn)練從介紹體裁的含義、增強(qiáng)學(xué)生的體裁意識開始,進(jìn)而引導(dǎo)學(xué)生關(guān)注記敘文的體裁和結(jié)構(gòu),從而使學(xué)生能在體裁理論的指導(dǎo)下寫記敘文的摘要的開頭、內(nèi)容和結(jié)尾。研究工具包括兩次摘要寫作測試、訪談和問卷調(diào)查。兩次摘要寫作測試分別在摘要寫作訓(xùn)練前后實施,作為本次實驗的前測和后測。該實驗的數(shù)據(jù)分析由兩位教師分別對寫作測試的結(jié)構(gòu)、語言、內(nèi)容及流暢性方面評分,并最終采用求均值的方式計算得分。本研究用SPSS軟件進(jìn)行數(shù)據(jù)分析。研究結(jié)果表明:體裁教學(xué)法有助于提高高中生的英語摘要寫作水平,前測和后測的寫作成績具有明顯差異。問卷調(diào)查和訪談表明“體裁教學(xué)法”的教學(xué)形式得到了大多數(shù)學(xué)生的肯定和支持,學(xué)生希望能得到更多該教學(xué)方法的訓(xùn)練來達(dá)到提升寫作水平的目的。本次研究給我們的啟示是:教師應(yīng)該在日常教學(xué)中有意識地增加摘要寫作訓(xùn)練,還應(yīng)該選擇不同體裁的文章讓學(xué)生進(jìn)行訓(xùn)練。增強(qiáng)學(xué)生的體裁意識,通過體裁分析和寫作結(jié)合起來的方法,提高學(xué)生寫作能力。
[Abstract]:In recent years, with the development of society and the deepening of communication, students must have strong English writing ability. Of the four basic skills of listening, speaking, reading and writing in high school English, writing has always been considered the most difficult. English abstract writing is one of the more effective means to improve students' writing ability. It can also improve students' English comprehension and reading comprehension. Scholars are beginning to realize the importance of writing in interpersonal communication, writing research has made great progress. Genre approach based on genre analysis not only regards text as a kind of language construction, but also as a kind of social meaning construction. Traditional writing teaching often neglects the cultivation of students' writing ability. In the face of a writing task, students often do not know how to start. Based on genre theory, this study aims to explore the effects of genre approach on senior English abstract writing. To this end, the author carried out a semester of teaching experiments. The subjects of the study were 40 students in grade two of a middle school in Jiujiang. The teacher conducted an eight-week experiment on the class using genre teaching method. In this experiment, teachers conduct abstract writing training for students through a two-hour weekly writing teaching course. The training begins with introducing the meaning of genre, enhancing students' awareness of genre, and then leading students to pay attention to the genre and structure of narrative writing. Thus, students can write the beginning, content and end of the abstract of narrative under the guidance of genre theory. The research tools include two summary writing tests, interviews and questionnaires. Two abstract writing tests were carried out before and after the summary writing training as the pre-and post-test of this experiment. The two teachers scored the structure, language, content and fluency of the writing test, and calculated the score by means of the mean value. In this study, SPSS software was used to analyze the data. The results show that genre-based approach can improve senior high school students' English abstract writing proficiency, and there are significant differences between pre-test and post-test writing scores. Questionnaires and interviews show that the teaching form of "genre approach" has been affirmed and supported by most students, and the students hope to get more training of the teaching method to improve their writing level. The enlightenment of this study is that teachers should consciously increase abstract writing training in daily teaching, and should also choose articles of different genres for students to train. Enhance students' consciousness of genre and improve students' writing ability by combining genre analysis with writing.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41
本文編號：2334531
[Abstract]:In recent years, with the development of society and the deepening of communication, students must have strong English writing ability. Of the four basic skills of listening, speaking, reading and writing in high school English, writing has always been considered the most difficult. English abstract writing is one of the more effective means to improve students' writing ability. It can also improve students' English comprehension and reading comprehension. Scholars are beginning to realize the importance of writing in interpersonal communication, writing research has made great progress. Genre approach based on genre analysis not only regards text as a kind of language construction, but also as a kind of social meaning construction. Traditional writing teaching often neglects the cultivation of students' writing ability. In the face of a writing task, students often do not know how to start. Based on genre theory, this study aims to explore the effects of genre approach on senior English abstract writing. To this end, the author carried out a semester of teaching experiments. The subjects of the study were 40 students in grade two of a middle school in Jiujiang. The teacher conducted an eight-week experiment on the class using genre teaching method. In this experiment, teachers conduct abstract writing training for students through a two-hour weekly writing teaching course. The training begins with introducing the meaning of genre, enhancing students' awareness of genre, and then leading students to pay attention to the genre and structure of narrative writing. Thus, students can write the beginning, content and end of the abstract of narrative under the guidance of genre theory. The research tools include two summary writing tests, interviews and questionnaires. Two abstract writing tests were carried out before and after the summary writing training as the pre-and post-test of this experiment. The two teachers scored the structure, language, content and fluency of the writing test, and calculated the score by means of the mean value. In this study, SPSS software was used to analyze the data. The results show that genre-based approach can improve senior high school students' English abstract writing proficiency, and there are significant differences between pre-test and post-test writing scores. Questionnaires and interviews show that the teaching form of "genre approach" has been affirmed and supported by most students, and the students hope to get more training of the teaching method to improve their writing level. The enlightenment of this study is that teachers should consciously increase abstract writing training in daily teaching, and should also choose articles of different genres for students to train. Enhance students' consciousness of genre and improve students' writing ability by combining genre analysis with writing.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41
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相關(guān)期刊論文 前1條
1 林健;;以寫帶讀,培養(yǎng)學(xué)生的言語創(chuàng)造力——中學(xué)語文寫作教學(xué)理念的學(xué)習(xí)與思考[J];語文月刊;2011年07期
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