全球化進(jìn)程的推進(jìn)加大了世界各國(guó)對(duì)英語(yǔ)綜合性能力人才的迫切需求,而寫(xiě)作能力作為英語(yǔ)四項(xiàng)基本能力之一也受到國(guó)內(nèi)外學(xué)者的重視。刑文駿(2020)指出,我國(guó)高中生英語(yǔ)寫(xiě)作教學(xué)面臨體裁意識(shí)淡漠、語(yǔ)言質(zhì)量低下、思想內(nèi)涵貧乏的問(wèn)題。我國(guó)學(xué)者為了擺脫這一寫(xiě)作困境,進(jìn)行了詞塊理論指導(dǎo)下的英語(yǔ)寫(xiě)作教學(xué)。然而筆者通過(guò)文獻(xiàn)梳理與教學(xué)經(jīng)驗(yàn)反思,發(fā)現(xiàn)詞塊理論在實(shí)施過(guò)程中雖能一定程度地提高學(xué)生的寫(xiě)作能力,但總體效果不顯著,學(xué)生并不能充分理解詞塊的含義、分類、功能并將詞塊有意義地運(yùn)用到寫(xiě)作過(guò)程當(dāng)中,詞塊理論本身的優(yōu)點(diǎn)并沒(méi)有得到充分的發(fā)揮。另一方面,2020年教育部在修訂的普通高中英語(yǔ)課程標(biāo)準(zhǔn)中明確指出教學(xué)活動(dòng)要以核心素養(yǎng)為目標(biāo),培養(yǎng)語(yǔ)言能力、文化意識(shí)、思維品質(zhì)與學(xué)習(xí)能力全面發(fā)展的人,教師應(yīng)充分挖掘教學(xué)過(guò)程中的隱性核心素養(yǎng)并將其轉(zhuǎn)化為現(xiàn)實(shí)。故筆者在人本主義學(xué)習(xí)理論,輸入假說(shuō),與輸出假說(shuō)的指導(dǎo)下進(jìn)行了高中英語(yǔ)寫(xiě)作教學(xué)設(shè)計(jì),以此來(lái)探討核心素養(yǎng)視域下詞塊理論在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用影響。筆者希望通過(guò)此次研究,充分發(fā)揮詞塊理論在高中英語(yǔ)寫(xiě)作教學(xué)中的優(yōu)勢(shì),同時(shí)有目的、有計(jì)劃地貫徹英語(yǔ)學(xué)科核心素養(yǎng)目標(biāo)在教學(xué)工作中的落實(shí)。本次實(shí)驗(yàn)...

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One:Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Thesis Structure
Chapter Two:Literature Review
    2.1 Definitions of the Key Concepts
        2.1.1 Core Competencies
        2.1.2 Lexical Chunks
    2.2 Research Abroad
        2.2.1 Research on Core Competencies
        2.2.2 Research on Lexical Chunks
    2.3 Research at Home
        2.3.1 Research on Core Competencies
        2.3.2 Research on Lexical Chunks
Chapter Three:Theoretical Foundation
    3.1 Humanistic Learning Theory
    3.2 Input Hypothesis
    3.3 Output Hypothesis
Chapter Four:Research Design
    4.1 Research Questions
    4.2 Research Participants and Materials
    4.3 Research Instruments
        4.3.1 Writing Test Papers
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research procedures
        4.4.1 Pre-experiment
        4.4.2 Experiment
        4.4.3 Post-experiment
    4.5 Teaching Design
        4.5.1 Mode of Lexical Chunks from the Perspective of Core Competencies in Writing Teaching
        4.5.2 Teaching Procedures
Chapter Five:Results and Discussion
    5.1 Quantitative Analysis
        5.1.1 Analysis of Lexical Chunks Numbers
        5.1.2 Analysis of Writing Grades
        5.1.3 Analysis of Questionnaire
    5.2 Qualitative Analysis
Chapter Six:Conclusion
    6.1 Major Findings
        6.1.1 Effects of Lexical Chunks from the Perspective of Core Competencies in Writing Teaching on Students’ Writing Grades
        6.1.2 Effects of Lexical Chunks from the Perspective of Core Competencies in Writing Teaching on Students’ Core Competencies
    6.2 Implications
        6.2.1 Understand the Meaning of Core Competencies and Lexical Chunks
        6.2.2 Tap the Core Competencies Contained in Lexical Chunks
        6.2.3 Design Writing Activities Aimed at Cultivating Students’ Core Competencies
    6.3 Limitations
REFERENCES
APPENDIX Ⅰ:Writing Task of Pre-test
APPENDIX Ⅱ:Writing Task of Post-test
APPENDIX Ⅲ:Questionnaire
APPENDIX Ⅳ:Interview
APPENDIX Ⅴ:Writing Scoring Rubric
APPENDIX Ⅵ:Grades of Pre-test and Post-test in EC and CC
PUBLISHED PAPERS
ACKNOWLEDGEMENTS



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