發(fā)布時(shí)間：2018-05-18 19:58

  本文選題：支架理論 + 最近發(fā)展區(qū)　； 參考：《四川外國(guó)語(yǔ)大學(xué)》2015年碩士論文

【摘要】：作為四項(xiàng)語(yǔ)言技能之一及交際能力的重要方面,寫作在英語(yǔ)語(yǔ)言教學(xué)中起著非常重要的作用。在當(dāng)前的高中英語(yǔ)寫作教學(xué)和學(xué)習(xí)中存在著許多問(wèn)題。教學(xué)普遍注重教授語(yǔ)法知識(shí),寫作課多流于形式,實(shí)際上是語(yǔ)法課。而學(xué)生寫作時(shí)無(wú)從下手,詞匯量小,知識(shí)儲(chǔ)備少,對(duì)于寫作缺乏自信成為寫作中的障礙。英語(yǔ)寫作課上教師多采用成果寫作模式,即通過(guò)分析優(yōu)秀范文并指導(dǎo)學(xué)生模仿的方法。而本研究作者意圖在高中英語(yǔ)寫作教學(xué)中嘗試以支架上理論為基礎(chǔ)的五步教學(xué)法。作為基于建構(gòu)主義理論的三種教學(xué)模式之一,支架式教學(xué)法在西方國(guó)家已經(jīng)被廣泛運(yùn)用。近年來(lái)支架式教學(xué)也受到了中國(guó)學(xué)者的關(guān)注,但大部分的研究還停留在理論分析的階段,實(shí)證性研究還很少,尤其在英語(yǔ)寫作教學(xué)方面。在2004年美國(guó)教育研究協(xié)會(huì)年會(huì)上,與會(huì)代表激烈討論了支架式教學(xué)理論及其依據(jù)。Raymond(2000)把支架教學(xué)界定為教師與他人一起發(fā)揮作用,在學(xué)習(xí)者發(fā)展方面給予支持,并提供語(yǔ)言結(jié)構(gòu)方面的支持使學(xué)習(xí)者達(dá)到更高的階段或水平。本研究將支架理論應(yīng)用于高中英語(yǔ)寫作教學(xué),以高二年級(jí)兩個(gè)班級(jí)共65名學(xué)生為受試,包括一個(gè)實(shí)驗(yàn)班,一個(gè)對(duì)照班。實(shí)驗(yàn)班采用支架理論視角下的五步教學(xué)法,對(duì)照班接受成果寫作教學(xué)模式。通過(guò)問(wèn)卷、前測(cè)、后測(cè)、開(kāi)放性問(wèn)題及訪談收集數(shù)據(jù),運(yùn)用SPSS 16.0對(duì)數(shù)據(jù)進(jìn)行分析。試圖回答以下三個(gè)研究問(wèn)題:1、與成果寫作模式相比,基于支架理論的英語(yǔ)寫作五步教學(xué)法對(duì)學(xué)習(xí)者的英語(yǔ)寫作有無(wú)效果?2、對(duì)于不同語(yǔ)言水平的學(xué)習(xí)者,基于支架理論的英語(yǔ)寫作五步教學(xué)法有何效果?(1)對(duì)于高水平者,基于支架理論的英語(yǔ)寫作五步教學(xué)法是否有顯著效果?在哪些方面有顯著效果?(2)對(duì)于低水平者,基于支架理論的英語(yǔ)寫作五步教學(xué)法是否有顯著效果?在哪些方面有顯著效果?3、學(xué)生對(duì)于基于支架理論的英語(yǔ)寫作五步教學(xué)法持怎樣的態(tài)度?學(xué)生的寫作興趣和自信心是否有所提高?經(jīng)過(guò)對(duì)實(shí)證研究結(jié)果的分析,作者得出如下結(jié)論:支架理論視角下的五步寫作教學(xué)法有利于提高學(xué)生的英語(yǔ)寫作能力。通過(guò)運(yùn)用基于支架理論的英語(yǔ)五步寫作教學(xué)法,不同語(yǔ)言水平的學(xué)習(xí)者在整體上都取得了進(jìn)步。對(duì)于高水平學(xué)習(xí)者而言,進(jìn)步最大的是在文章的組織方面,而低水平學(xué)習(xí)者在句型方面取得較大進(jìn)步。同時(shí)學(xué)生對(duì)于英語(yǔ)寫作課的興趣和自信心有所增加。本研究還存在一些局限性和不足。希望本研究能夠幫助英語(yǔ)寫作教師在寫作課堂中更好的運(yùn)用支架式教學(xué)法從而提高學(xué)生的寫作能力。
[Abstract]:As one of the four language skills and an important aspect of communicative competence, writing plays a very important role in English language teaching. There are many problems in English writing teaching and learning in senior high school. Teaching generally pays attention to teaching grammar knowledge, writing more than the form, in fact, grammar class. However, students' lack of confidence in writing has become an obstacle to writing because of their small vocabulary and lack of knowledge. In English writing class, teachers often adopt the model of productive writing, that is, by analyzing excellent examples and instructing students to imitate. The author intends to try a five-step approach based on scaffolding theory in high school English writing teaching. As one of the three teaching models based on constructivism, scaffolding teaching method has been widely used in western countries. In recent years, scaffolding teaching has attracted the attention of Chinese scholars, but most of the studies are still in the stage of theoretical analysis, and there are few empirical studies, especially in the teaching of English writing. At the 2004 annual meeting of the American Association for Educational Research, delegates discussed the theory of scaffolding teaching and its basis. Raymond 2000) defined scaffolding teaching as the role of teachers working with others to support learners' development. And provide support in language structure to enable learners to reach a higher stage or level. In this study, the scaffold theory was applied to the teaching of English writing in senior high school. 65 students in two classes of grade two were selected as subjects, including an experimental class and a control class. The experimental class adopts the five-step teaching method from the angle of scaffold theory, and the control class accepts the teaching mode of resultant writing. The data were collected by questionnaire, pre-test, post-test, open question and interview. SPSS 16.0 was used to analyze the data. This paper attempts to answer the following three research questions: 1. Compared with the model of resultant writing, whether the five-step approach based on the scaffolding theory has any effect on learners' English writing is effective for learners of different language levels. What is the effect of the five-step approach to English writing based on the scaffolding theory? (1) does the five-step approach based on the scaffolding theory have significant effect on the high level students? In what ways are there significant effects? (2) is the scaffolding based five-step approach to English writing a significant effect for those with low levels of English writing? In what ways are there significant results and what is the attitude of the students to the five-step approach to English writing based on the scaffolding theory? Is there any improvement in students' interest and self-confidence in writing? Through the analysis of the empirical results, the author draws the following conclusions: the five-step writing teaching method from the perspective of scaffolding theory is helpful to improve students' English writing ability. By applying the scaffolding theory to the five-step English writing approach, learners of different language levels have made progress on the whole. For high-level learners, the greatest progress is in the organization of the article, while the low-level learners have made great progress in sentence structure. At the same time, students' interest and confidence in English writing have increased. There are some limitations and deficiencies in this study. It is hoped that this study can help English writing teachers to better use the scaffolding approach in writing class and improve students' writing ability.
【學(xué)位授予單位】：四川外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1906998