信息結(jié)構(gòu)視角下初中英語“過程性寫作教學(xué)模式”實(shí)驗(yàn)研究
發(fā)布時(shí)間：2019-01-30 20:17
【摘要】：語言教育是我國(guó)民族教育的重要內(nèi)容之一,近年來隨著全國(guó)英語教育的普及,少數(shù)民族地區(qū)的英語教育也得到了較快的發(fā)展。但與漢族學(xué)生不同,英語對(duì)于少數(shù)民族學(xué)生來說是雙語教育政策下的第三種語言,所以如何在此種情況下使其更好地學(xué)習(xí)英語,提高其英語水平,值得我們探索。整體學(xué)習(xí)觀認(rèn)為英語學(xué)習(xí)的基礎(chǔ)是語言知識(shí)的獲得,如詞匯、句法及語言規(guī)則,其終極目標(biāo)是語言合理及恰當(dāng)?shù)倪\(yùn)用。作為英語的四項(xiàng)技能之一,寫作能力是英語學(xué)習(xí)者語言綜合運(yùn)用能力的核心表征,它不僅與學(xué)習(xí)者的語言知識(shí)、能力有關(guān),更是學(xué)習(xí)者語言意識(shí)、人文素養(yǎng)的重要體現(xiàn),因此如何使少數(shù)民族學(xué)生寫好英語作文已然成為當(dāng)前英語教師亟待解決的問題。本研究以信息結(jié)構(gòu)為研究視角,以新疆石河子市某中學(xué)的“內(nèi)初班”和平行班學(xué)生為被試(“內(nèi)初班”為實(shí)驗(yàn)班,平行班為控制班),運(yùn)用“過程性寫作教學(xué)模式”對(duì)被試英語寫作語篇信息結(jié)構(gòu)和信息點(diǎn)進(jìn)行研究。本研究的研究問題包括:1.實(shí)驗(yàn)前,實(shí)驗(yàn)班和控制班的英語寫作語篇呈現(xiàn)出什么樣的語篇信息特點(diǎn)?2.實(shí)驗(yàn)前,實(shí)驗(yàn)班和控制班的英語寫作語篇在信息結(jié)構(gòu)和信息點(diǎn)方面是否存在差異?若存在,是怎樣的?3.實(shí)驗(yàn)后,“過程性寫作教學(xué)模式”是否對(duì)實(shí)驗(yàn)班英語寫作語篇的信息結(jié)構(gòu)和信息點(diǎn)產(chǎn)生了積極影響?通過研究發(fā)現(xiàn):1.實(shí)驗(yàn)前,被試英語寫作在語篇信息結(jié)構(gòu)方面所呈現(xiàn)的主要特點(diǎn)是語篇信息結(jié)構(gòu)層次較少,結(jié)構(gòu)擴(kuò)展性不強(qiáng);被試語篇信息點(diǎn)數(shù)量較少,且分布不均衡;2.實(shí)驗(yàn)前,實(shí)驗(yàn)班與控制班在語篇信息結(jié)構(gòu)和信息點(diǎn)方面均未呈現(xiàn)顯著差異;3.通過組間和組內(nèi)的對(duì)比分析發(fā)現(xiàn),“過程性寫作教學(xué)模式”對(duì)被試的語篇信息結(jié)構(gòu)和信息點(diǎn)均產(chǎn)生了積極影響。本研究對(duì)新疆少數(shù)民族地區(qū)英語寫作教學(xué)具有以下三點(diǎn)啟示:1.在寫作教學(xué)的認(rèn)識(shí)上,教師需要改變傳統(tǒng)教學(xué)中對(duì)寫作教學(xué)的“結(jié)果性”認(rèn)知,從理論上明確和認(rèn)同寫作教學(xué)的“過程性”;2.在寫作教學(xué)的過程中,教師應(yīng)始終堅(jiān)持寫作教學(xué)的過程性、資源性和啟發(fā)性原則,指導(dǎo)學(xué)生學(xué)會(huì)如何根據(jù)核心信息進(jìn)行語篇的構(gòu)建;3.在學(xué)生寫作成果的評(píng)價(jià)上,教師應(yīng)采用多種評(píng)價(jià)方式,使學(xué)生在互動(dòng)與合作中提高英語寫作興趣,以此提高其英語寫作水平。
[Abstract]:Language education is one of the important contents of ethnic education in China. With the popularization of English education in recent years, English education in minority areas has also developed rapidly. But different from the Han students, English is the third language under the bilingual education policy for minority students, so it is worth exploring how to make them learn English better and improve their English level in this situation. The overall learning view holds that the basis of English learning is the acquisition of language knowledge, such as vocabulary, syntax and language rules, the ultimate goal of which is the rational and appropriate use of language. As one of the four English skills, writing ability is the core representation of English learners' comprehensive language use ability. It is not only related to learners' language knowledge and ability, but also an important embodiment of learners' language awareness and humanistic literacy. Therefore, how to make minority students write English compositions well has become an urgent problem for English teachers. This study takes the information structure as the research angle, taking the students of the "inner elementary class" and the parallel class of a middle school in Shihezi, Xinjiang as subjects ("inside class" as the experimental class, and the parallel class as the control class). This paper studies the information structure and information points of English writing by using the process writing teaching model. The research questions include: 1. Before the experiment, what kind of text information characteristics does the experimental class and the control class present in English writing? 2. Before the experiment, are there any differences in information structure and information points between the experimental class and the control class? If there is, what is it? 3. After the experiment, does the "process Writing Teaching Model" have a positive impact on the information structure and information points of the English writing discourse in the experimental class? The results are as follows: 1. Before the experiment, the main features of English writing in discourse information structure are that the level of discourse information structure is less, the structure is not extensible, the number of text information points is less, and the distribution is not balanced; 2. Before the experiment, there was no significant difference between the experimental class and the control class in terms of text information structure and information points; 3. Through the comparative analysis between groups and within groups, it is found that the "process writing teaching model" has a positive effect on the text information structure and information points of the subjects. This study has the following three enlightenments to the teaching of English writing in the minority areas of Xinjiang: 1. On the understanding of writing teaching, teachers need to change the "resultant" cognition of writing teaching in traditional teaching, and define and identify with the "process" of writing teaching theoretically; 2. In the process of writing teaching, teachers should always adhere to the principles of process, resource and inspiration in writing teaching, and guide students to learn how to construct the text according to the core information. 3. In the evaluation of students' writing achievements, teachers should adopt a variety of evaluation methods so as to enhance students' interest in English writing in the process of interaction and cooperation so as to improve their English writing proficiency.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
[Abstract]:Language education is one of the important contents of ethnic education in China. With the popularization of English education in recent years, English education in minority areas has also developed rapidly. But different from the Han students, English is the third language under the bilingual education policy for minority students, so it is worth exploring how to make them learn English better and improve their English level in this situation. The overall learning view holds that the basis of English learning is the acquisition of language knowledge, such as vocabulary, syntax and language rules, the ultimate goal of which is the rational and appropriate use of language. As one of the four English skills, writing ability is the core representation of English learners' comprehensive language use ability. It is not only related to learners' language knowledge and ability, but also an important embodiment of learners' language awareness and humanistic literacy. Therefore, how to make minority students write English compositions well has become an urgent problem for English teachers. This study takes the information structure as the research angle, taking the students of the "inner elementary class" and the parallel class of a middle school in Shihezi, Xinjiang as subjects ("inside class" as the experimental class, and the parallel class as the control class). This paper studies the information structure and information points of English writing by using the process writing teaching model. The research questions include: 1. Before the experiment, what kind of text information characteristics does the experimental class and the control class present in English writing? 2. Before the experiment, are there any differences in information structure and information points between the experimental class and the control class? If there is, what is it? 3. After the experiment, does the "process Writing Teaching Model" have a positive impact on the information structure and information points of the English writing discourse in the experimental class? The results are as follows: 1. Before the experiment, the main features of English writing in discourse information structure are that the level of discourse information structure is less, the structure is not extensible, the number of text information points is less, and the distribution is not balanced; 2. Before the experiment, there was no significant difference between the experimental class and the control class in terms of text information structure and information points; 3. Through the comparative analysis between groups and within groups, it is found that the "process writing teaching model" has a positive effect on the text information structure and information points of the subjects. This study has the following three enlightenments to the teaching of English writing in the minority areas of Xinjiang: 1. On the understanding of writing teaching, teachers need to change the "resultant" cognition of writing teaching in traditional teaching, and define and identify with the "process" of writing teaching theoretically; 2. In the process of writing teaching, teachers should always adhere to the principles of process, resource and inspiration in writing teaching, and guide students to learn how to construct the text according to the core information. 3. In the evaluation of students' writing achievements, teachers should adopt a variety of evaluation methods so as to enhance students' interest in English writing in the process of interaction and cooperation so as to improve their English writing proficiency.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 錢明姝;;初中英語過程性寫作教學(xué)策略探索[J];英語教師;2016年04期
2 陸婷;;過程性寫作在初中英語教學(xué)中的實(shí)踐[J];瘋狂英語(教師版);2015年02期
3 駱北剛;黃軍利;;英語教師教育敘事語篇信息結(jié)構(gòu)及信息分布特征的探索性研究[J];語文學(xué)刊(外語教育教學(xué));2012年07期
4 王晶;;語篇樹狀信息結(jié)構(gòu)模式在英語筆記中的應(yīng)用研究——基于2008-2011年英語專業(yè)八級(jí)考試中講座的分析結(jié)果[J];海外英語;2012年12期
5 張小雁;;信息結(jié)構(gòu)理論在英語快速閱讀中的應(yīng)用研究[J];高等財(cái)經(jīng)教育研究;2011年03期
6 董曉光;薛鵬;;主位結(jié)構(gòu)研究新視角——主位結(jié)構(gòu)與經(jīng)驗(yàn)建構(gòu)[J];東華大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年03期
7 潘小玨;杜金榜;;庭審問答過程控制中的信息流動(dòng)[J];外國(guó)語(上海外國(guó)語大學(xué)學(xué)報(bào));2011年02期
8 杜金榜;;專業(yè)學(xué)生高級(jí)英語習(xí)作語篇信息特點(diǎn)研究[J];外語教學(xué);2009年02期
9 杜金榜;;法律語篇樹狀信息結(jié)構(gòu)研究[J];現(xiàn)代外語;2007年01期
10 何濟(jì)生;王家云;;“過程習(xí)作法”簡(jiǎn)介[J];國(guó)外外語教學(xué);1996年04期
相關(guān)重要報(bào)紙文章 前2條
1 杜金榜;;語篇信息分析:法律語言學(xué)研究新視角[N];中國(guó)社會(huì)科學(xué)報(bào);2011年
2 李華;;堅(jiān)定不移地做好內(nèi)初班各項(xiàng)工作[N];新疆日?qǐng)?bào)(漢);2006年
相關(guān)碩士學(xué)位論文 前3條
1 梁超;過程寫作教學(xué)法在初中英語教學(xué)中的應(yīng)用[D];上海師范大學(xué);2016年
2 王景花;過程寫作法在初中英語教學(xué)中的應(yīng)用[D];遼寧師范大學(xué);2015年
3 王R，
本文編號(hào)：2418467
本文鏈接：http://www.sikaile.net/waiyulunwen/yingyulunwen/2418467.html
最近更新
教材專著
