本文選題：協(xié)作式寫作 + 英語寫作��； 參考：《重慶大學(xué)》2016年碩士論文

【摘要】：協(xié)作式學(xué)習(xí)是一種通過協(xié)作提高學(xué)生學(xué)習(xí)的有效方式。隨著科技的發(fā)展,越來越多的教師將現(xiàn)代科技和教學(xué)相結(jié)合。Sakai這個(gè)平臺(tái)就為老師同學(xué)提供了相互協(xié)作的可能。本研究借助Sakai平臺(tái),將協(xié)作式學(xué)習(xí)應(yīng)用到大學(xué)英語寫作教學(xué)中。研究旨在通過在Sakai網(wǎng)絡(luò)學(xué)習(xí)平臺(tái)進(jìn)行為期一學(xué)期的協(xié)作式寫作教學(xué),實(shí)踐大學(xué)英語協(xié)作式寫作教學(xué),組織學(xué)生以小組形式參與到Sakai平臺(tái)上組織的教學(xué)活動(dòng)中去。在協(xié)作式寫作教學(xué)活動(dòng)結(jié)束之后,研究試圖通過前測(cè)與后測(cè)方式驗(yàn)證基于Sakai的協(xié)作式寫作教學(xué)是否能夠幫助學(xué)生在寫作任務(wù)完成情況,連貫與銜接,詞匯豐富程度,語法多樣性和準(zhǔn)確性以及整體寫作水平方面取得更大的進(jìn)步。此外,本研究還通過調(diào)查問卷以及采訪調(diào)查學(xué)生對(duì)基于Sakai平臺(tái)的協(xié)作式寫作的態(tài)度和看法。通過研究,作者期待此教學(xué)方法可以提升大學(xué)生英語寫作水平,豐富寫作教學(xué)模式,提升學(xué)生英語寫作的積極性。研究對(duì)象是重慶大學(xué)非英語專業(yè)本科生。實(shí)驗(yàn)班和控制班在入學(xué)考試時(shí)英語水平相當(dāng),均為大學(xué)一年級(jí)二級(jí)起點(diǎn)的班級(jí)。其中實(shí)驗(yàn)班為建筑環(huán)境專業(yè),對(duì)照班級(jí)為土木專業(yè)。本研究將定量與定性相結(jié)合,采用了測(cè)試,問卷調(diào)查,訪談三種方式收集數(shù)據(jù)。運(yùn)用SPSS20對(duì)前后測(cè)作文分?jǐn)?shù)的數(shù)據(jù)進(jìn)行了獨(dú)立樣本T檢驗(yàn),數(shù)據(jù)包括作文整體分?jǐn)?shù),以及任務(wù)完成情況、連貫與通順、詞匯豐富程度、以及語法多樣性及準(zhǔn)確性這四個(gè)方面。另外,研究還統(tǒng)計(jì)了調(diào)查問卷以及分析訪談。問卷調(diào)查將側(cè)重學(xué)生對(duì)于基于Sakai平臺(tái)的協(xié)作寫作的三個(gè)方面進(jìn)行調(diào)查,即學(xué)生對(duì)于其有用性的感知,學(xué)生對(duì)其的滿意度,以及學(xué)生對(duì)其的積極性。采訪則側(cè)重于學(xué)生對(duì)于此學(xué)習(xí)方法的評(píng)價(jià),對(duì)他們的意見和建議進(jìn)行收集。研究結(jié)果表明,基于Sakai的英語協(xié)作式寫作教學(xué)對(duì)提高學(xué)生英語寫作水平具有一定的效果。實(shí)驗(yàn)班在后測(cè)中的總體成績、任務(wù)完成情況以及詞匯豐富程度方面與對(duì)照班的獨(dú)立樣本t檢驗(yàn)結(jié)果存在明顯差異,明顯優(yōu)于對(duì)照班。而在連貫與銜接,語法多樣性與準(zhǔn)確性方面則無顯著差異。通過調(diào)查問卷,發(fā)現(xiàn)多數(shù)學(xué)生認(rèn)為基于Sakai的英語協(xié)作式寫作學(xué)習(xí)能夠幫助提高他們的寫作水平,主要表現(xiàn)在以下幾個(gè)方面:幫助他們更準(zhǔn)確的使用詞匯,以及更多的使用復(fù)雜詞匯;提高語法的準(zhǔn)確性;豐富句子結(jié)構(gòu)的多樣性;提高文章的連貫與通順;完成寫作任務(wù)。同時(shí)大多數(shù)學(xué)生認(rèn)為基于Sakai的英語協(xié)作式寫作,無論是助教的在線指導(dǎo)還是同學(xué)之間的協(xié)作,都對(duì)英文寫作水平提高有所幫助。在滿意度方面,大多數(shù)學(xué)生對(duì)基于Sakai的英語協(xié)作式寫作學(xué)習(xí)感到滿意,無論是助教的指導(dǎo)還是學(xué)生之間的協(xié)作。在積極性方面,大多數(shù)學(xué)生認(rèn)為自己通過一學(xué)期的學(xué)習(xí)之后,自己更加愿意參與到同學(xué)之間的協(xié)作,英文寫作,以及基于Sakai的英語協(xié)作式寫作中。而通過采訪,收集到學(xué)生關(guān)于基于Sakai的英語協(xié)作式寫作的意見與建議。大多數(shù)學(xué)生認(rèn)為這種學(xué)習(xí)方法有很多優(yōu)點(diǎn),對(duì)其英文寫作水平的提高有幫助,例如這種學(xué)習(xí)方法可以讓學(xué)生們互相學(xué)習(xí)取長補(bǔ)短;也可以讓學(xué)生們?cè)鰪?qiáng)英文寫作的興趣,等等。但是也有部分學(xué)生提出其存在的一些不足之處,例如助教的指導(dǎo)篇幅過長;部分學(xué)生本身缺乏積極主動(dòng)性等等,并就這些不足之處提出了改進(jìn)的意見和建議�；谘芯拷Y(jié)果,本文詳細(xì)探討了基于Sakai的協(xié)作式寫作教學(xué)方法的優(yōu)缺點(diǎn),并提出了進(jìn)一步改進(jìn)的方法,以期為網(wǎng)絡(luò)環(huán)境下大學(xué)英語寫作教學(xué)在教師的指導(dǎo),教學(xué)活動(dòng)的組織,學(xué)生興趣的激發(fā)等方面提供一些啟示,從而讓學(xué)生從網(wǎng)絡(luò)協(xié)作寫作中提高寫作水平。
[Abstract]:Collaborative learning is an effective way to improve students' learning through collaboration. With the development of science and technology, more and more teachers provide teachers and students with the possibility of collaboration between modern science and technology and teaching on the platform of.Sakai. This study applies the Sakai platform to college English writing teaching. The study aims to carry out collaborative writing teaching for one term through the Sakai network learning platform, practice College English cooperative writing teaching, and organize students to participate in the teaching activities organized on the Sakai platform in group form. After the end of collaborative writing teaching activities, the research tries to verify the basis of the pre test and post test methods. Whether Sakai's collaborative writing can help students improve their writing task completion, coherence and cohesion, vocabulary richness, grammatical diversity and accuracy as well as the overall writing level. In addition, this study also investigates students' collaborative writing based on the Sakai platform through questionnaires and interviews. Through research, the author expects this teaching method to improve the English writing level of college students, enrich the writing teaching model and improve the enthusiasm of the students in English writing. The research object is the non English undergraduate students of Chongqing University. The experimental class and the control class have the equivalent English level in the entrance examination, all of which are from grade two of the first grade of the University. The experimental class is the architectural environment specialty and the control class is the civil specialty. This study combines the quantitative and qualitative analysis, uses the test, the questionnaire survey, the interview three ways to collect the data. Using the SPSS20 to carry on the independent sample T test for the front and back test composition data, including the overall composition of the composition, and the completion of the task. The four aspects of the situation, coherence and smoothness, the abundance of vocabulary, and the grammatical diversity and accuracy. In addition, the study also statistics the questionnaire and the analysis interview. The questionnaire will focus on the students' investigation on the three aspects of the cooperative writing based on the Sakai platform, that is, the students' perception of their usefulness and the satisfaction of the students. Degree, and the enthusiasm of the students. The interview focuses on the students' evaluation of the learning methods, and collects their opinions and suggestions. The results show that the Sakai based English cooperative writing teaching has a certain effect on improving the students' English writing level. There is a significant difference in the situation and the abundance of vocabulary with the results of the independent sample t test in the control class, which is obviously superior to the control class. However, there is no significant difference in the grammatical diversity and accuracy in coherence and cohesion. Through the questionnaire, it is found that most students think that English based English Cooperative Writing Learning Based on the English language can help them improve them. The writing level is mainly reflected in the following aspects: helping them to use words more accurately, and more use of complex words; improving the accuracy of the grammar; enriching the diversity of sentence structures; improving the coherence and smoothness of the article; completing the writing task. At the same time, most students think that the cooperative writing based on Sakai is helpful, whether it is helpful. In terms of satisfaction, most students are satisfied with Sakai based English cooperative writing, whether it is the guidance of the teaching assistants or the collaboration between students. On the positive side, most students think they are through a semester's study. After the study, I was more willing to participate in the collaboration between students, English writing, and Sakai based English cooperative writing. Through interviews, the students collected students' opinions and suggestions about Sakai based English cooperative writing. Most of the students thought the learning method had many advantages and improved the level of English writing. Help, such as this way of learning, can make students learn to complement each other; it also allows students to increase their interest in English writing, etc. but some of the students also put forward some inadequacies, such as the lengthy guidance of the teaching assistants, the lack of initiative in some of the students themselves, and so on. On the basis of the research results, this paper discusses the advantages and disadvantages of the cooperative writing teaching method based on Sakai, and puts forward some further improvement methods to provide some inspiration for the teaching of College English writing in the network environment, such as the guidance of teachers, the weaving of teaching activities, and the stimulation of students' interest. So that students can improve their writing level from collaborative writing.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3

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