“以读促写”提升高中生英语写作能力的行动研究

发布时间：2024-03-31 13:25

　　《英语课程标准(2017年版)》强调培养高中生的表达能力,提出既要注意培养听、说、读、写的微技能,也要注意四种技能在教学中的融合,避免孤立的单项技能训练。以读促写策略的效果在一些研究中已得到验证,但总体上说,实施的过程方法还不够完善;高中生的写作能力仍然还很弱,无法与阅读能力同步发展。M校自2016年起实施以读促写教学,取得了一些进展,但仍存在许多问题,比如如何选择阅读材料,如何定位读和写的结合点等。本研究分别从学生和教师的角度对写作和写作教学中存在的问题进行调查,在此基础上,采用“阅读-讨论-写作技能训练-写作”的模式,通过行动研究探讨其对高中生英语写作能力的影响。本文提出了两个研究问题:1.从老师和学生的视角看,以往在高中阶段实施的以读促写教学存在哪些问题?2.改进后的以读促写法对高中生英语写作的准确性、复杂性和连贯性有何见效?针对研究问题,研究者在M校的高二年级选取了两个英语水平相当的班级,共102名学生作为实验对象。两个班均采用以读促写策略,但不同的是实验班在阅读后进行讨论,在写作前接受更多的写作技能指导和训练,而对照班在阅读后马上完成写作任务。行动研究分三轮进行,重点分别是提...

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Layout of the Paper
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review of Writing Teaching
        2.1.1 The Nature of Writing
        2.1.2 The Relationship between Reading and Writing
    2.2 A Review on the Reading-to-writing Approach
        2.2.1 The Concept of Reading-to-writing Approach
        2.2.2 The Development of Reading-to-writing Approach
        2.2.3 Summary
    2.3 Theoretical Frameworks
        2.3.1 Schema Theory
        2.3.2 Transfer Theory
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Participants
        3.2.1 Teachers involved in the study
        3.2.2 Students involved in the study
    3.3 Instruments
        3.3.1 The Pre-questionnaire
        3.3.2 Interview
        3.3.3 Writing Tests and Rating Criteria
        3.3.4 Classroom Observation Chart
    3.4 Overall Plan and Implementation of the Action Research
        3.4.1 Overall Plan of the Action Research
        3.4.2 Implementation of the Action Research
    3.5 Data Collection and Analysis
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Results and Discussion for Problems of the Previous Approach
        4.1.1 Results and Discussion for the Pre-questionnaire
        4.1.2 Results and Discussion for the Interview
    4.2 Results and Discussion for the Effectiveness of the New Approach
        4.2.1 Results and Discussion for the Pre-test
        4.2.2 Results and Discussion for the Post-test
        4.2.3 Results and Discussion for Comparisons between the Pre-test and the Post-test within CC and EC
        4.2.4 Results and Discussion for Classroom Observation
CHAPTER FIVE CONCLUSION
    5.1 Main Findings
    5.2 Implications
    5.3 Limitations of the Research and Suggestion for Future Research
        5.3.1 Limitations of the Research
        5.3.2 Suggestions for Future Research
REFERENCES
中文参考文献
APPENDICES
ACKNOWLEDGEMENTS
PUBLICATIONS



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