本文選題：高中英語 + 讀寫教學(xué)��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：目前高中英語教學(xué)中基本以輸入性的教學(xué)方式為主,即注重聽和讀,而輕視說和寫,這導(dǎo)致許多高中生的寫作水平不甚理想。歷年高考英語書面表達(dá)都存在寫作內(nèi)容空洞,邏輯混亂,只有一些詞塊而無實(shí)際內(nèi)容;或語法錯(cuò)誤較多,語言形式使用不正確等問題。針對(duì)英語寫作中出現(xiàn)的這些問題,本研究主要探討英語閱讀和寫作結(jié)合的內(nèi)在聯(lián)系及其可行性,旨在促進(jìn)英語寫作教學(xué)。本研究以語言輸入與輸出假說、語篇分析理論、支架理論為依據(jù),分別運(yùn)用問卷調(diào)查、訪談、實(shí)驗(yàn)研究等方法來研究以下問題:1.讀寫結(jié)合在課堂教學(xué)實(shí)踐中是如何操作的?2.讀寫結(jié)合的教學(xué)模式對(duì)學(xué)生寫作的積極性產(chǎn)生了怎樣的影響?3.讀寫結(jié)合的教學(xué)模式對(duì)學(xué)生的寫作水平產(chǎn)生了怎樣的影響?本次研究以某中學(xué)高二的兩個(gè)平行班為實(shí)驗(yàn)對(duì)象,一個(gè)設(shè)為實(shí)驗(yàn)班,另一個(gè)為對(duì)照班,進(jìn)行為期8個(gè)月的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)期間,實(shí)驗(yàn)班與對(duì)照班使用同一教材,不同的是實(shí)驗(yàn)班采用讀寫結(jié)合的教學(xué)模式,包括仿寫、縮寫、擴(kuò)寫、讀后續(xù)寫、基于話題的寫作等,將讀寫任務(wù)聚焦于單詞和短語、句型結(jié)構(gòu)、段落和篇章、思想和觀點(diǎn)等方面。對(duì)所收集到的前后測(cè)數(shù)據(jù)用SPSS19.0軟件進(jìn)行了分析,對(duì)學(xué)生的訪談結(jié)果進(jìn)行了轉(zhuǎn)錄,整理和分析,實(shí)驗(yàn)前后對(duì)學(xué)生進(jìn)行了問卷調(diào)查并分析整理了調(diào)查的數(shù)據(jù)。本次教學(xué)實(shí)驗(yàn)所得的結(jié)論是:行為上,學(xué)生在閱讀過程中會(huì)有意識(shí)的進(jìn)行語言的模仿和運(yùn)用,同時(shí)在寫作過程中主動(dòng)的參考和回顧已讀的語言內(nèi)容,從而形成有效的讀寫習(xí)慣;情感上,學(xué)生的寫作積極性有了很大的提升;水平上,參與讀寫結(jié)合嘗試的實(shí)驗(yàn)班的寫作成績(jī)有了較大的提升。因此,高中英語教學(xué)中運(yùn)用讀寫結(jié)合的教學(xué)嘗試是可行的。
[Abstract]:At present, English teaching in senior high school is based on input teaching, that is, paying attention to listening and reading, but despising speaking and writing, which leads to the unsatisfactory writing level of many senior high school students. In the past years, there are many problems in the written expression of college entrance examination, such as empty writing content, confused logic, only some lexical chunks without actual content, or many grammatical errors and incorrect use of language forms. In view of these problems in English writing, this study focuses on the internal relationship and feasibility of the combination of English reading and writing, with a view to promoting the teaching of English writing. Based on the language input and output hypothesis, discourse analysis theory and scaffold theory, the present study uses questionnaires, interviews, and experimental studies to study the following questions: 1: 1. The combination of reading and writing is how to operate in classroom teaching practice. How does the teaching mode of combining reading and writing influence the students' writing enthusiasm? How does the combination of reading and writing affect the students' writing level? This study took two parallel classes in a middle school as experimental objects, one as experimental class and the other as control class for 8 months. During the experiment, the experimental class and the control class use the same teaching material. The difference is that the experimental class adopts the teaching mode of combining reading and writing, including imitation writing, abbreviated writing, extended writing, topic based writing and so on. The reading and writing tasks are focused on words and phrases. The structure of sentence patterns, paragraphs and texts, ideas and ideas, and so on. The pre-and post-test data collected were analyzed by SPSS 19.0 software. The interview results were transcribed, sorted and analyzed. The questionnaire survey was conducted before and after the experiment and the survey data were analyzed. The conclusions of this teaching experiment are as follows: in the process of reading, students will consciously imitate and use the language, and at the same time, actively refer to and review the contents of the language read in the process of writing, thus forming effective reading and writing habits; Emotionally, the students' writing enthusiasm has been greatly improved; at the level, the experimental class involved in reading and writing attempts to achieve a greater improvement. Therefore, it is feasible to use the combination of reading and writing in high school English teaching.
【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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