大學(xué)英語(yǔ)寫(xiě)作作為交際能力的重要體現(xiàn),成為當(dāng)代大學(xué)生必不可少的一種能力。然而,目前大學(xué)生的英語(yǔ)寫(xiě)作水平和能力整體上未達(dá)到教學(xué)大綱的要求。傳統(tǒng)教學(xué)方法過(guò)分強(qiáng)調(diào)寫(xiě)作的結(jié)果,而忽略寫(xiě)作能力和技巧的培養(yǎng)和訓(xùn)練,這不僅導(dǎo)致學(xué)生的寫(xiě)作能力未得到實(shí)質(zhì)性的提高,而且對(duì)寫(xiě)作失去興趣。因此,尋求一種行之有效的英語(yǔ)教學(xué)方法來(lái)提高學(xué)生的英語(yǔ)寫(xiě)作水平勢(shì)在必行。本文將項(xiàng)目教學(xué)法應(yīng)用于大學(xué)英語(yǔ)寫(xiě)作教學(xué)中來(lái)回答以下兩個(gè)研究問(wèn)題:1.從關(guān)聯(lián)性、明確性、充分性和連貫性四個(gè)方面來(lái)看,項(xiàng)目教學(xué)法對(duì)大學(xué)生英語(yǔ)寫(xiě)作水平有什么影響?2.應(yīng)用項(xiàng)目教學(xué)后,大學(xué)生對(duì)英語(yǔ)寫(xiě)作的態(tài)度有什么變化?研究者在遼寧省的某所大學(xué)進(jìn)行了一個(gè)學(xué)期的實(shí)驗(yàn)教學(xué)。研究對(duì)象來(lái)自非英語(yǔ)專(zhuān)業(yè)二年級(jí)的兩個(gè)班,總共60人。其中一個(gè)班級(jí)作為實(shí)驗(yàn)班,接受項(xiàng)目教學(xué)法;另一個(gè)班級(jí)則為控制班,應(yīng)用傳統(tǒng)寫(xiě)作教學(xué)方式。研究者使用定量和定性相結(jié)合的研究方法,測(cè)試、問(wèn)卷和訪談作為研究工具,同時(shí)采用SPSS 17.0軟件對(duì)收集到的數(shù)據(jù)進(jìn)行分析。研究結(jié)果,項(xiàng)目教學(xué)法在非英語(yǔ)專(zhuān)業(yè)寫(xiě)作教學(xué)方面具有有效性和可靠性。后測(cè)結(jié)果顯示,實(shí)驗(yàn)班學(xué)生的英語(yǔ)寫(xiě)作成績(jī)總體上有所提高。此外,學(xué)生的寫(xiě)作在論點(diǎn)明確性和說(shuō)...

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 The Significance of the Study
    1.3 The Purpose of the Study
    1.4 The Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Project-based Learning
        2.1.1 Definition of Projects
        2.1.2 Definition of Project-based Learning
        2.1.3 Characteristics of Project-based Learning
        2.1.4 Basic Components of Project-based Learning
        2.1.5 Process of Project-based Learning
    2.2 Related Theories on Project-based Learning
        2.2.1 Constructivism
        2.2.2 Multiple Intelligence Theory
        2.2.3 Cooperative Theory
    2.3 English Writing Teaching
        2.3.1 Definition of English Writing
        2.3.2 Approaches of English Writing
    2.4 Relation between Project-based Learning and English Writing
    2.5 Previous Studies on Project-based Learning
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Pilot Study
    3.5 Procedure
    3.6 Data Collection and Analysis
        3.6.1 Data Collection
        3.6.2 Data Analysis
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 The Pre-test
        4.1.2 The Post-test
        4.1.3 The Questionnaires
        4.1.4 The Interview
    4.2 Discussion
        4.2.1 Effects of PBL on the Students’ Writing Proficiency
        4.2.2 Changes of Students’ Attitudes towards English Writing
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I



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