本文選題：寫作教學(xué) + 初中英語(yǔ)�。� 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：隨著英語(yǔ)教學(xué)研究的深入,寫作教學(xué)也受到了越來越廣泛的關(guān)注。近年來,許多教學(xué)研究者通過實(shí)證研究證明通過閱讀可以提高學(xué)生的寫作能力。因此“以讀促寫”的寫作教學(xué)模式也被大力提倡。但實(shí)踐表明,并非大量的閱讀就意味著有效的寫作學(xué)習(xí)。目前初中階段的寫作教學(xué)大多僅僅是對(duì)教材中所提供的語(yǔ)篇進(jìn)行分析,之后要求學(xué)生對(duì)句式及結(jié)構(gòu)進(jìn)行簡(jiǎn)單的模仿,許多學(xué)生的寫作能力沒有得到真正提高。本文的研究問題是:(1)初中英語(yǔ)閱讀與寫作的現(xiàn)狀如何?(2)初中英語(yǔ)“以讀促寫”的教學(xué)現(xiàn)狀如何?(3)目前教師采用的讀寫結(jié)合的方式有哪些?(4) “以讀促寫”的教學(xué)策略有哪些?本文采用調(diào)查研究的方法。首先從鹽城市某三所學(xué)校隨機(jī)抽取130名學(xué)生進(jìn)行問卷調(diào)查了解學(xué)生的閱讀與寫作現(xiàn)狀以及對(duì)閱讀和寫作之間關(guān)系的看法和讀寫結(jié)合的寫作教學(xué)現(xiàn)狀,之后對(duì)來自這三所學(xué)校的5名教師進(jìn)行深度訪談,從教師的角度對(duì)以上的問題進(jìn)行了解;此外作者還對(duì)其中的兩名教師進(jìn)行了隨堂聽課,以了解真實(shí)的英語(yǔ)寫作課堂以及教師在寫作教學(xué)中所采用的讀寫結(jié)合的方式。最后作者以建構(gòu)主義理論為基礎(chǔ),從情境創(chuàng)設(shè)、建構(gòu)知識(shí)、反思評(píng)價(jià)三個(gè)方面提出了在寫作教學(xué)實(shí)踐中可采用的教學(xué)策略。通過研究發(fā)現(xiàn):(1)目前大多學(xué)生的閱讀量不足,學(xué)生在閱讀過程中較多關(guān)注文章中的字詞語(yǔ)句;大多學(xué)生對(duì)自己的寫作并不滿意,認(rèn)為語(yǔ)法知識(shí)的不足及詞匯的欠缺是導(dǎo)致寫作較困難的主要原因,而教師則認(rèn)為文章的內(nèi)容和結(jié)構(gòu)才是閱讀和寫作的重難點(diǎn)所在。(2)在閱讀與寫作關(guān)系的看法上,教師和學(xué)生都認(rèn)為閱讀和寫作是相互促進(jìn),密不可分的。但大多數(shù)學(xué)生并沒有寫作過程中將兩者很好地結(jié)合起來,缺乏具體的學(xué)習(xí)策略的指導(dǎo)。(3)目前寫作課上采取的讀寫結(jié)合的方式主要是范文模仿,但在具體的教學(xué)過程中教師沒有能夠很好地創(chuàng)設(shè)寫作情境;單一地使用課文中的范文進(jìn)行寫作指導(dǎo),導(dǎo)致學(xué)生的作文大多只是生搬硬套;對(duì)學(xué)生的寫作評(píng)價(jià)缺乏科學(xué)性和針對(duì)性。(4)基于以上調(diào)查結(jié)果,結(jié)合建構(gòu)主義理論,作者認(rèn)為在寫作教學(xué)實(shí)踐中可采用的如下的教學(xué)策略:話題指引,創(chuàng)設(shè)情境,激發(fā)寫作興趣;建構(gòu)知識(shí),培養(yǎng)思維,搭建讀寫橋梁;比較閱讀,反思評(píng)價(jià),實(shí)現(xiàn)意義建構(gòu)。此外,作者結(jié)合目前江蘇省普遍采用的牛津英語(yǔ)教材和課堂教學(xué)實(shí)例對(duì)以上三方面的策略進(jìn)行解讀,以期對(duì)初中英語(yǔ)寫作課堂教學(xué)有所啟示。
[Abstract]:With the deepening of the study of English teaching, writing teaching has also been paid more and more attention. In recent years, many teaching researchers have proved through empirical research that reading can improve students' writing ability. Therefore, the teaching mode of "reading and promoting writing" has also been strongly advocated. But practice shows that not a large number of reading means it. Effective writing learning. At present, most of the junior middle school writing teaching is only to analyze the text provided in the textbook, and then ask the students to make simple imitation of the sentence pattern and structure, and the writing ability of many students is not really improved. The question of this paper is: (1) how is the present situation of reading and writing in junior middle school English? (2) What are the current situation of the teaching of "reading and writing by reading" in junior middle school? (3) what are the methods of reading and writing by teachers at present? (4) what are the teaching strategies of "reading and writing"? This article adopts the method of investigation and research. First, a questionnaire survey is taken from three schools in three schools in Yancheng City to investigate the status of students' reading and writing. As well as the current situation of reading and writing and the combination of reading and writing, a deep interview is made to 5 teachers from these three schools, and the above problems are understood from the perspective of the teachers. In addition, the author has also listened to two of the teachers in order to understand the real English writing class and teaching. On the basis of constructivist theory, the author puts forward the teaching strategies that can be used in the practice of writing teaching on the basis of constructivist theory, from the three aspects of context creation, construction of knowledge and reflection and evaluation. (1) most of the students are lacking in reading and students are more in the process of reading. Attention is paid to the words and words in the article; most of the students are not satisfied with their writing. The lack of grammar knowledge and the lack of vocabulary are the main reasons for the difficulty of writing, while the teachers think the content and structure of the article are the most difficult points of reading and writing. (2) in the view of the relationship between reading and writing, teachers and students are both. It is believed that reading and writing are mutually promoting and inseparable. But most of the students do not combine them well in the process of writing, and lack the guidance of specific learning strategies. (3) the mode of reading and writing in the current writing course is mainly modeled on the model, but the teacher is not able to create a good way in the teaching process. Writing situation; single use of the text in the text of the writing guidance, leading to the students' composition is only a hard set; the students' writing evaluation is not scientific and pertinent. (4) based on the results of the above investigation, combined with the constructivism theory, the author believes that the following teaching strategies can be adopted in the practice of writing teaching: topic guidance, Creating the situation, arousing the interest of writing, constructing knowledge, cultivating thinking, building a bridge of reading and writing, comparing reading, reflecting evaluation and realizing meaning construction. In addition, the author unscramble the strategy of the above three aspects in combination with the Oxford English teaching materials and classroom teaching examples commonly used in Jiangsu Province, with a view to enlighten the classroom teaching of junior high school English writing. Show.
【學(xué)位授予單位】：南京師范大學(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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本文編號(hào)：2095314