本文選題：仿寫(xiě) + 高中英語(yǔ)寫(xiě)作教學(xué)　； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：在高中英語(yǔ)教學(xué)中,英語(yǔ)作文是一項(xiàng)非常重要的教學(xué)內(nèi)容。隨著新課改的實(shí)施,對(duì)高中英語(yǔ)作文教學(xué)的要求也在不斷提高。因此,如何使英語(yǔ)寫(xiě)作有效地開(kāi)展,有效地提高學(xué)生的英語(yǔ)寫(xiě)作能力,是所有高中英語(yǔ)教師正在探索和研究的熱門(mén)話題。筆者在幾年的教學(xué)實(shí)踐中發(fā)現(xiàn)教材作為學(xué)生們的一手資料,它話題全面,內(nèi)容豐富,語(yǔ)言地道,構(gòu)思巧妙,是學(xué)生學(xué)習(xí)語(yǔ)言知識(shí),感悟謀篇布局,激發(fā)寫(xiě)作思維的鮮活材料。而作為教師可以引導(dǎo)學(xué)生充分地挖掘教材課文中的寫(xiě)作素材,如詞匯、句型、寫(xiě)作文化、寫(xiě)作語(yǔ)篇、寫(xiě)作思維等,讓其在品鑒文章的同時(shí),也能夠進(jìn)行語(yǔ)言輸出,以使寫(xiě)作能力得到很大的提高。所以本人試圖通過(guò)系統(tǒng)地進(jìn)行實(shí)踐研究,即引導(dǎo)學(xué)生對(duì)教材中的課文進(jìn)行仿寫(xiě),來(lái)論證此法對(duì)提高學(xué)生們的寫(xiě)作水平的有效性以及高中英語(yǔ)寫(xiě)作教學(xué)中對(duì)教材中的課文進(jìn)行仿寫(xiě)的必要性。本文綜述了輸入和輸出假設(shè)的相關(guān)文獻(xiàn)以及國(guó)內(nèi)外的實(shí)證研究,在Krashen的輸入假設(shè)與Swain的輸出假設(shè)的理論框架下,提出了兩個(gè)假設(shè):1.仿寫(xiě)能提高學(xué)生的寫(xiě)作興趣;2.仿寫(xiě)能提高學(xué)生的寫(xiě)作水平。本次實(shí)驗(yàn)的研究對(duì)象是來(lái)自達(dá)拉特旗第一中學(xué)高三年級(jí)兩個(gè)平行班的80名同學(xué),其中實(shí)驗(yàn)班40人,控制班40人。持續(xù)時(shí)間為12周。實(shí)驗(yàn)班采用教材課文仿寫(xiě)法,控制班采取傳統(tǒng)的教學(xué)方式。為了分析實(shí)驗(yàn)的具體效果,本人分別在兩個(gè)班進(jìn)行實(shí)驗(yàn)前測(cè)和實(shí)驗(yàn)后測(cè),并使用SPSS(19.0)軟件對(duì)所得出的數(shù)據(jù)進(jìn)行分析。此外,寫(xiě)作后測(cè)結(jié)束后,利用調(diào)查問(wèn)卷和訪談來(lái)進(jìn)一步了解學(xué)生對(duì)教材課文仿寫(xiě)法的態(tài)度與看法。實(shí)驗(yàn)結(jié)果表明,仿寫(xiě)能提高學(xué)生的遣詞造句水平,尤其在較高級(jí)詞匯的選擇和句型的拓展方面會(huì)得到提高。另外,學(xué)生能夠?qū)W會(huì)有效的使用語(yǔ)句間的連接成分,寫(xiě)的文章結(jié)構(gòu)緊湊,逐步提高學(xué)生的語(yǔ)篇結(jié)構(gòu)水平。這一實(shí)驗(yàn)結(jié)果肯定了在寫(xiě)作教學(xué)中仿寫(xiě)的重要性,最后本文指出文章的局限性并為以后相關(guān)研究提出了一些建議。
[Abstract]:In high school English teaching, English composition is a very important teaching content. With the implementation of the new curriculum reform, the requirements for senior high school English composition teaching are also increasing. Therefore, how to effectively develop English writing and improve students' English writing ability is a hot topic that all senior English teachers are exploring and studying. In the teaching practice of several years, the author finds that the textbook, as the primary material of the students, is full of topics, rich in content, idiomatic in language and ingenious in conception. It is a fresh material for students to learn language knowledge, understand the layout of the text and stimulate the writing thinking. As a teacher, students can be guided to fully explore the writing materials, such as vocabulary, sentence structure, writing culture, writing discourse, writing thinking and so on, so that they can also carry out language output while evaluating the text. In order to make a great improvement in writing skills. So I try to carry on the practice research systematically, that is, to guide the students to copy the text in the textbook. To demonstrate the effectiveness of this method to improve the students' writing level and the necessity of copying the text in the teaching of English writing in senior high school. This paper summarizes the literature on input and output assumptions and empirical studies at home and abroad. Under the theoretical framework of Krashen's input hypothesis and Swain's output hypothesis, two hypotheses: 1 are proposed. Parody can increase students' interest in writing. Parody can improve students' writing ability. The subjects of this study are 80 students from two parallel classes in Grade 3 of the first Middle School of Darat Banner, including 40 students in the experimental class and 40 in the control class. The duration was 12 weeks. The experimental class adopts the textbook text imitation method, the control class adopts the traditional teaching method. In order to analyze the concrete effect of the experiment, I carried out the pre-test and post-test respectively in two classes, and analyzed the obtained data by using SPSS19.0) software. In addition, after the post-writing test, questionnaires and interviews were used to further understand the students' attitudes and views on the parody of the text. The experimental results show that parody can improve the students' level of sentence formation, especially in the choice of advanced vocabulary and the expansion of sentence patterns. In addition, students can learn to effectively use the connective elements between sentences, write articles with compact structure, and gradually improve the students' level of discourse structure. The experimental results confirm the importance of imitating writing in writing teaching. Finally, this paper points out the limitations of the article and puts forward some suggestions for future research.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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