在英語(yǔ)學(xué)習(xí)過(guò)程中,聽(tīng)、說(shuō)、讀、寫(xiě)是學(xué)生必備的四項(xiàng)基本技能。英語(yǔ)寫(xiě)作是聽(tīng)、說(shuō)、讀的綜合體現(xiàn)。根據(jù)《普通高等學(xué)校招生全國(guó)統(tǒng)一考試大綱的說(shuō)明》,高中英語(yǔ)寫(xiě)作題型和分值的變化對(duì)高中生的寫(xiě)作水平提出更高的要求。英語(yǔ)寫(xiě)作成績(jī)?cè)诟呖加⒄Z(yǔ)中起著關(guān)鍵性作用。然而,筆者發(fā)現(xiàn),高中學(xué)生的英語(yǔ)寫(xiě)作成績(jī)并不理想。傳統(tǒng)的高中英語(yǔ)課堂教學(xué)中主要以詞匯和語(yǔ)法分析為主,教學(xué)方法固定單一,導(dǎo)致寫(xiě)作課堂缺乏生機(jī)和活力,降低學(xué)生寫(xiě)作興趣。因此,高中英語(yǔ)寫(xiě)作教學(xué)現(xiàn)狀并不樂(lè)觀。后方法理論的教學(xué)觀是對(duì)傳統(tǒng)教學(xué)方法的反思。Kumaravadivilu(1994)首次提出十個(gè)宏觀策略和三個(gè)參數(shù)作為后方法理論的框架,用以指導(dǎo)英語(yǔ)教學(xué)。為了提高高中英語(yǔ)寫(xiě)作教學(xué)效率,本研究試圖在后方法理論的指導(dǎo)下將過(guò)程體裁教學(xué)法應(yīng)用于寫(xiě)作教學(xué)。本次研究主要探討三個(gè)問(wèn)題:第一,基于后方法理論的寫(xiě)作教學(xué)對(duì)學(xué)生的寫(xiě)作策略有何影響?第二,基于后方法理論的寫(xiě)作教學(xué)對(duì)學(xué)生的寫(xiě)作焦慮有何影響?第三,基于后方法理論的寫(xiě)作教學(xué)對(duì)學(xué)生的寫(xiě)作水平有何影響?本研究選取遼東灣高中高一年級(jí)兩個(gè)平行班的83名學(xué)生為實(shí)驗(yàn)對(duì)象。實(shí)驗(yàn)班接受基于后方法理論的寫(xiě)作教學(xué)方法,控制班接受傳統(tǒng)寫(xiě)作教學(xué)...

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Framework of the Study
Ⅱ Literature Review
    2.1 Review on Post-method Theory
        2.1.1 The Framework of Post-method Theory
        2.1.2 Studies at Home and Abroad of the Post-method Theory
    2.2 The Comparison between Language Teaching in Method Era and Post-method Era
    2.3 Review on English Writing Teaching
        2.3.1 English Writing Teaching Approaches
        2.3.2 English Writing Strategies
        2.3.3 English Writing Anxiety
    2.4 Writing Teaching Based on the Post-method Theory
        2.4.1The Introduction to Process-genre Approach
        2.4.2 The Application of Process-genre Approach
Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-test
        3.4.2 Pre-questionnaires
        3.4.3 Teaching Procedures
        3.4.4 Post-test
        3.4.5 Post-questionnaire
        3.4.6 Interview
    3.5 Data Collection
Ⅳ Data Analysis and Discussion
    4.1 Results and Analysis of Pre-test
    4.2 Results and Analysis of Questionnaire on Writing Strategies
    4.3 Results and Analysis of Questionnaire on Writing Anxiety
    4.4 Results and Analysis of Post-test
        4.4.1 Results and Analysis of Post-test in Experimental Class and Control Class
        4.4.2 Results and Analysis of Pre-test and Post-test in Control Class
        4.4.3 Results and Analysis of Pre-test and Post-test in Experimental Class
    4.5 Results and Analysis of Interview
    4.6 Discussion
Ⅴ.Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix A Questionnaire on English Writing Strategies
Appendix B Questionnaire on Writing Anxiety
Appendix C Interview Outline
Appendix D Sample Lesson
Appendix E Criterions on English Compositions
Appendix F Pre-test
Appendix G Post-test
Acknowledgements



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