自從2016年新高考將摘要寫作選為新題型后,針對(duì)摘要寫作本身特點(diǎn)和教學(xué)的討論受到了越來越多的關(guān)注。為了提高高中學(xué)生概要寫作能力,一種新的教學(xué)活動(dòng)“聽寫重構(gòu)法”被應(yīng)用于概要寫作課堂,以此提高教學(xué)效率和學(xué)生的學(xué)習(xí)興趣。雖然聽寫重構(gòu)法被證實(shí)其在聽力教學(xué)的有效性,但卻鮮有人應(yīng)用于概要寫作。因此,筆者做了其文獻(xiàn)綜述來總結(jié)前人對(duì)此的研究成果,總結(jié)出聽寫重構(gòu)法的特點(diǎn)以及它和概要寫作之間的聯(lián)系,為后來的實(shí)驗(yàn)打下理論基礎(chǔ)。本研究提出了三個(gè)研究問題,研究在杭州某高中展開,96名高二學(xué)生參加了為期三個(gè)月的實(shí)驗(yàn)。問題如下:1.聽寫重構(gòu)法能否提升高中生概要寫作水平,如果能,會(huì)從多大程度上?2.聽寫重構(gòu)法能從哪些方面提高高中生概要寫作水平?3.學(xué)生和老師對(duì)聽寫重構(gòu)法應(yīng)用于概要寫作課堂持怎樣的態(tài)度?經(jīng)過對(duì)前測(cè)和后測(cè)數(shù)據(jù)的認(rèn)真分析,得出以下結(jié)論:相較于傳統(tǒng)教學(xué)法,聽寫重構(gòu)法能夠更有效地提高高中生的概要寫作能力,并且在概要寫作的四個(gè)方面(內(nèi)容、形式、連貫性、創(chuàng)造性)都有較大提升。最后通過調(diào)查問卷得出大部分的學(xué)生對(duì)聽寫重構(gòu)法持積極態(tài)度并且希望其能夠應(yīng)用在將來的教學(xué)中,這也證明學(xué)生對(duì)聽寫重構(gòu)法有著濃厚的興趣,這無疑會(huì)提升教... 

【文章來源】：杭州師范大學(xué)浙江省

【文章頁數(shù)】：75 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 The Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Researches into Summary Writing
        2.1.1 The Importance and Definition
        2.1.2 The Requirements and Procedures
        2.1.3 Researches on Summary Writing Teaching at Home and Abroad
            2.1.3.1 Researches Abroad
            2.1.3.2 Researches at Home
    2.2 Researches into Dictogloss
        2.2.1 The Definition and Procedures of Dictogloss
        2.2.2 The Theoretical Basis of Dictogloss
            2.2.2.1 Input, Interaction and Output in SLA
            2.2.2.2 Task-based Language Teaching
            2.2.2.3 Cooperative Language Learning
        2.2.3 Features of Dictogloss
        2.2.4 Researches on Dictogloss at Home and Abroad
            2.2.4.1 Researches Abroad
            2.2.4.2 Researches at Home
    2.3 A Comparison between Dictogloss and Summary Writing
        2.3.1 Similarities
        2.3.2 Differences
CHAPTER THREE METHODOLOGY
    3.1 Research Objectives
    3.2 Research Questions
    3.3 Research Design
        3.3.1 Participants
        3.3.2 Instruments
            3.3.2.1 Test
            3.3.2.2 Questionnaire
            3.3.2.3 Interview
        3.3.3 Data Treatment
        3.3.4 Materials
        3.3.5 Procedures of the Experiment
            3.3.5.1 Teaching Procedures in the Controlled Class
            3.3.5.2 Teaching Procedures in the Experimental Class
CHAPTER FOUR ANALYSIS AND DISCUSSION
    4.1 Results of the First Research Question
        4.1.1 Analysis of the Pre-test
        4.1.2 Analysis of the Post-test
    4.2 Results of the Second Research Question
        4.2.1 Analysis of the Pre-test
        4.2.2 Analysis of the Post-test
    4.3 Results of the Third Research Question
    4.4 Results from Interviews
    4.5 Discussions
        4.5.1 Discussion on the First Research Question
        4.5.2 Discussion on the Second Research Question
        4.5.3 Discussion on the Third Research Question
        4.5.4 Discussion on the Interviews
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
References
APPENDICES
ACKNOWLEDGEMENTS


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期刊論文
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