【摘要】：英語寫作是學生綜合能力水平的體現(xiàn),但是目前在我國,英語寫作一直是大學生英語學習中比較薄弱的環(huán)節(jié)。很多老師和學者認識到英語寫作的重要性,并從專業(yè)的視角進行了大量的研究,幫助學生們提高英語寫作,英語教學也在教學內(nèi)容、教學設計、教學方法上不斷革新,取得了一定的效果,但是在教學資源分配上,由于教師在教學過程中方法不當,影響教學效果。樣例教學是一種比較重要的教學方式。目前,樣例教學也廣泛應用于大學英語教學當中,但樣例教學一旦使用不當,就會產(chǎn)生消極作用,認知負荷理論為樣例教學研究提供了新的視角,本文從認知負荷的角度,探討樣例教學對大學英語寫作的影響,并提出以下研究問題:1.基于認知負荷的樣例教學是否可以提高學生的英語寫作水平?2.基于認知負荷的樣例教學是否可以提高學生的英語寫作興趣?本文以西安思源學院64名大二學生為研究對象,試驗組32名同學來自建筑專業(yè),控制組的32名同學來自工程管理專業(yè)。通過定量和定性分析結(jié)合的方法對試驗結(jié)果進行分析并最終獲得以下研究成果:1.基于認知負荷的樣例教學對學生的英語寫作水平有較為明顯的積極作用。2.基于認知負荷的樣例教學激發(fā)了大多數(shù)學生的英語寫作興趣。
[Abstract]:English writing is the embodiment of students' comprehensive ability, but at present, English writing is a weak link in college students' English learning. Many teachers and scholars realize the importance of English writing, and have done a lot of research from a professional perspective to help students improve their English writing, and English teaching is constantly innovating in teaching content, teaching design and teaching methods. Some results have been achieved, but in the allocation of teaching resources, the teaching effect is affected by the improper teaching methods. Sample teaching is an important teaching method. At present, sample teaching is also widely used in college English teaching, but if the sample teaching is not used properly, it will have a negative effect. Cognitive load theory provides a new perspective for the study of sample teaching. This paper discusses the effect of sample teaching on college English writing, and puts forward the following research questions: 1. Whether the sample teaching based on cognitive load can improve the students' English writing level? 2. Can sample teaching based on cognitive load enhance students' interest in English writing? In this paper, 64 sophomore students in Xi'an Siyuan University were chosen as the research objects. 32 students in the experimental group came from the major of architecture and 32 students in the control group came from the major of engineering management. The experimental results were analyzed by the combination of quantitative and qualitative analysis and the following results were obtained: 1. The model teaching based on cognitive load has a significant positive effect on students' English writing proficiency. 2. The sample teaching based on cognitive load arouses most students' interest in English writing.
【學位授予單位】：西安外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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