2011版《義務(wù)教育英語課程標準》提出,語言技能是構(gòu)成語言交際能力的重要部分。英語語言技能包括聽、說、讀、寫四項技能,四者在語言學習過程中相輔相成。在初中英語中考中,閱讀和寫作占有很大的比重。然而,由于應(yīng)試教育導(dǎo)向,課堂時間限制和教學任務(wù)繁重等影響,傳統(tǒng)教學模式仍在英語寫作教學中占主導(dǎo)地位,但已經(jīng)無法有效提高學生的寫作水平。從圖式理論的角度來看,閱讀與寫作都包含了圖式的激活過程。兩者相互依賴,不可分割。閱讀的圖式輸入鋪墊有助于學生英語寫作水平的提高。因此,為了有效提高學生的寫作水平,探尋以讀促寫的教學模式是十分必要的。本研究旨在回答以下三個研究問題:1.初中生英語寫作學習現(xiàn)狀如何?2.如何在初中英語寫作教學中運用以讀促寫模式?3.以讀促寫模式對于提高初中生英語寫作水平的效果如何?筆者從一所初中抽取了兩個初二平行班,共84名學生進行了對比實驗。一個班級采用以讀促寫的教學模式,另一個班級采用傳統(tǒng)英語讀寫分開的教學模式。通過4個月的實驗,筆者分析了問卷、測試、訪談的數(shù)據(jù),得出了以下結(jié)論。第一,在傳統(tǒng)教學模式影響下,初中生將寫作學習與閱讀學習分離。第二,在初中進行的以讀促寫教學模式的具體步驟如... 

【文章來源】：杭州師范大學浙江省

【文章頁數(shù)】：88 頁

【學位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose and Research Questions
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review on Writing Teaching
        2.1.1 Definition of Writing
        2.1.2 Development of Writing Teaching Approach
            2.1.2.1 The Product Approach
            2.1.2.2 The Process Approach
            2.1.2.3 The Genre Approach
            2.1.2.4 Summary of the Three Approaches
    2.2 The Relationship between Reading and Writing
    2.3 The Reading-to-Write Approach
        2.3.1 Definition of the Reading-to-Write Approach
        2.3.2 Previous Studies Abroad
        2.3.3 Previous Studies in China
    2.4 Theoretical Foundations for the Reading-to-Write Approach
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Schema Theory
            2.4.3.1 Definition of Schema
            2.4.3.2 Classification of Schema
        2.4.4 Summary
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Participants of Students
        3.2.2 Participants of Teachers
    3.3 Research Materials
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Tests
        3.4.3 Interviews
    3.5 Research Procedures
        3.5.1 Pre-experiment Stage
        3.5.2 While-experiment Stage
        3.5.3 Post-experiment Stage
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 Results and Discussion of the Questionnaires
        4.1.1 Results and Discussion of the Pre-questionnaire
        4.1.2 Results and Discussion of the Post-questionnaire
    4.2 Results and Discussion of the Relationship between Reading and Writing
    4.3 Results and Discussion of the Tests
        4.3.1 Results and Discussion of the Pre-test
        4.3.2 Results and Discussion of the Post-test
        4.3.3 The Comparison between the Pre-test and Post-test
    4.4 Results and Discussion of the Interviews
        4.4.1 Results and Discussion of the Interview with Teachers
        4.4.2 Results and Discussion of the Interview with Students
CHAPTER FIVE CONCLUSION
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study
    5.4 Proposals for the Further Study
REFERENCES
中文參考文獻
APPENDICES
    Appendix I (Teaching materials from PEP Go for it! Book 3)
    Appendix II (Writing topic of the pre-test)
    Appendix III (Writing topic of the post-test)
    Appendix IV (Grading criteria of writing)
    Appendix V (Pre-questionnaire)
    Appendix VI (Post-questionnaire)
    Appendix VII (Outline of the interview with teachers)
    Appendix VIII (Outline of the interview with students)
    Appendix IX (Writing scores in the pre-test and post-test)
    Appendix X (Samples of students’ compositions)
ACKNOWLEDGEMENTS


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期刊論文
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碩士論文
[1]新課程背景下圖式理論在高中英語寫作教學中的應(yīng)用研究[D]. 劉敬超.哈爾濱師范大學 2016



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