隨著新高考改革的進行,英語考試中的讀后續(xù)寫和概要寫作等題型被高考改革試點省份逐步采用。讀寫結合的教學模式也得到越來越多的關注。當今社會,英語寫作無論是在英語學習中還是在日常生活中都占據(jù)著重要的角色。但是在當前英語學習中,學生對英語寫作存在逃避、焦慮等畏難情緒。所以,一線教師如何提高學生的英語寫作成績并緩解學生的寫作焦慮是教學的一大難題。本研究以支架理論,情感過濾假說為理論依據(jù),運用問卷調(diào)查,寫作測試,訪談等方法來研究基于支架理論的讀寫結合教學模式在高中英語寫作教學中的應用。研究主要包括兩個研究問題:（1）續(xù)寫結合教學模式對學生英語寫作成績有何影響?（2）讀寫結合教學模式對學生寫作焦慮有何影響?本研究以河北省Q縣第一中學兩個班的120名高二學生為研究對象,一個作為實驗班,一個作為對照班,進行為期4個月教學研究,對照班使用傳統(tǒng)寫作教學方法,實驗班采用讀寫結合的教學模式,包括縮寫,仿寫和續(xù)寫等寫作教學活動。研究前期,兩個班進行前測和問卷調(diào)查;研究后期,兩個班進行后測和問卷調(diào)查,并且隨機從實驗班中抽取5名學生進行訪談。研究過程中所收集的數(shù)據(jù),主要采用SPSS13.0進行分析。此外,學生的訪談結... 

【文章來源】：中央民族大學北京市 211工程院校 985工程院校

【文章頁數(shù)】：85 頁

【學位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbreviations
Introduction
    0.1 Background of This Thesis
    0.2 Purpose of This Thesis
    0.3 Significance of This Thesis
    0.4 Overall Structure of This Thesis
Chapter One Literature Review
    1.1 Theoretical Foundation of Integrated Reading and Writing
        1.1.1 Scaffolding Theory
        1.1.2 Krashen's Affective Filter Hypothesis
    1.2 Terms
        1.2.1 Definition of Integrated Reading and Writing
        1.2.2 Definitions of Writing Anxiety
    1.3 Literature Review
        1.3.1 Research Abroad on Integrated Reading and Writing
        1.3.2 Research at Home on Integrated Reading and Writing
Chapter Two Research Design
    2.1 Research Questions
    2.2 Research Participants
    2.3 Research Instruments
        2.3.1 Data Collection Methods
        2.3.2 Data Analysis Methods and Standards:
    2.4 Research Procedures
        2.4.1 Pilot Study
        2.4.2 Pretest
        2.4.3 Pre-questionnaire
        2.4.4 Post-test
        2.4.5 Post-questionnaire
        2.4.6 Interview
    2.5 Teaching Procedures
        2.5.1 Teaching Mode in Experimental Class
        2.5.2 Teaching Mode in Control Class
Chapter Three Analysis and Discussion
    3.1 Data Analysis and Discussion of Student'English Writing Anxiety
        3.1.1 Data Analysis of Pretest and Post-test Questionnaires
        3.1.2 Discussion
    3.2 Data Analysis and Discussion of Student'English Writing Performance
        3.2.1 Data Analysis of Pretest and Post-test Writing Performance
        3.2.2 Discussion
    3.3 Data analysis of Students'Interview
        3.3.1 Data Analysis of the Interview
        3.3.2 Discussion
Chapter Four Conclusion
    4.1 Major Findings
    4.2 Suggestions and Implications
    4.3 Limitations of the Research
    4.4 Implications
References
Appendix Ⅰ Second Language Writing Anxiety Inventory （SLWAI）
Appendix Ⅱ Interview Questions
Appendix Ⅲ Writing Composition Task for Pretest
Appendix Ⅳ Writing Composition Task for Post-test
Appendix Ⅴ Scoring Criteria of Writing for College Entrance Examination
Appendix Ⅵ Samples of Students'Writing in CC
Appendix Ⅶ Samples of Students'Writing in EC
Appendix Ⅷ Sample of Teaching Design in EC
Appendix Ⅸ Sample of Teaching Design in CC
Acknowledgement



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