支架式教学在高中英语写作教学中的应用

论文摘要

英语写作是一种综合能力的训练,它既是语言学习的四项基本技能之一,也是交际能力的重要方面;同时新课程标准也对英语写作提出了具体且较高的要求。因此,英语写作在教学中越来越受到人们的重视。然而,在当今的高中英语写作教学中,还存在着很多问题。所以,如何有效提高学生的英语写作水平及如何改进当前的英语写作教学方法,已经成了高中教师所面临的一项具有挑战性的任务。支架式教学是以建构主义教学理论为基础,它源于维果斯基的“最近发展区”,指在教学中,学习者在成人的指导下或同伴的帮助下,将复杂的学习任务加以分解,逐步建构起整体概念,在完成学习任务的同时能力也得到提高,学生因此变得自信和独立。最后撤掉支架,学生自己能够独立地解决问题。这种教学方法在西方国家已经被证实是一种较为有效的课堂教学模式并且被广泛应用。但在中国关于支架式教学的相关应用性研究还很少。因此,本文将以这种教学法为指导原则,探讨如何进行高中英语写作教学。本文首先简单地介绍了研究的背景、目的、意义及文章的结构。接着阐述了高中英语写作教学的现状,指出了英语写作教学中所存在的一些问题,同时也阐明了如何将支架式教学应用于英语写作教学。最后用实验来验证支架教学有助于学生写作能力的提高和改善学生对写作的态度这两个观点。作者选取了两个班进行试验,他们是来自河北省唐山市丰南区第二中学的高一二班和高一三班。二班作为实验班,有30名学生,其中男生17人,女生13人;三班作为控制班,学生人数与二班相等,但男生15人,女生15人。实验班采用支架式教学法,对照班采用传统的教学方法。研究主要通过前测、后测、问卷及访谈进行。通过实验班与控制班的数据对比,得出结论:支架教学有利于提高学生的写作水平。通过问卷,得出学生对这种教学方法持有一种积极的态度并对英语写作也产生了很大兴趣。最后论述了本研究的主要发现,对英语写作教学的启示,同时也指出了本研究的局限性。作者希望本研究结果能够为支架式教学在中国的进一步研究提供一定的参考。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Background
• 1.2 The significance and purpose of the study
• 1.3 The structure of the thesis
• Chapter Two Literature Review
• 2.1 Scaffolding teaching
• 2.1.1 Definition
• 2.1.2 Theoretical background
• 2.1.2.1 Constructivism
• 2.1.2.2 Vygotsky’s social constructivism
• 2.1.2.3 Zone of Proximal Development （ZPD）
• 2.1.3 Scaffolding teaching model
• 2.2 Previous studies on scaffolding teaching
• 2.2.1 Previous studies on scaffolding teaching abroad
• 2.2.2 Previous studies on scaffolding teaching at home
• 2.2.3 Comment
• 2.3 English writing teaching in high school
• 2.3.1 The requirements of high school English writing teaching in the National English Curriculum
• 2.3.2 The importance of teaching English writing in high school
• 2.3.3 The problems of teaching English writing in high school
• 2.3.3.1 Problems in teaching concept
• 2.3.3.2 Problems in the traditional teaching methods
• 2.3.3.3 Lack of motivation
• 2.3.3.4 Lack of interest and enthusiasm
• 2.3.3.5 Attitude to English writing
• 2.4 Scaffolding-based English writing teaching in senior high school
• 2.4.1 The classification of scaffoldings in classroom teaching
• 2.4.2 The features of scaffoldings in classroom teaching
• 2.4.3 The major functions of scaffoldings
• 2.4.4 The key points of applying scaffolding teaching
• Chapter Three Research Design
• 3.1 Hypothesis
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Pre-test
• 3.3.2 Post- test
• 3.3.3 Pre-questionnaire
• 3.3.4 Post-questionnaire
• 3.3.5 The interview
• 3.3.6 Classroom experiment
• 3.3.7 Sample lesson
• 3.4 Procedures
• Chapter Four Data Collection and Analysis
• 4.1 Data
• 4.1.1 Data collected from the pre-test
• 4.1.2 Data collected from the post-test
• 4.1.3 Data collected from pre-questionnaire
• 4.1.4 Data collected from post-questionnaire
• 4.1.5 Data collected from the interview
• 4.2 Analysis
• 4.2.1 Analysis of the data from the pre-test
• 4.2.2 Analysis of the data from the post-test
• 4.2.3 Comparison between the data from pre-test and post-test
• 4.2.4 Analysis of the data from pre-questionnaire
• 4.2.5 Analysis of the data from post-questionnaire
• 4.2.6 Comparison between the data from pre-questionnaire and post-questionnaire
• 4.2.7 Analysis of the data from the interview
• 4.2.8 Analysis of the classroom experiment
• 4.3 Discussion
• 4.3.1 The effects of the scaffolding teaching on writing
• 4.3.2 The students’attitudes to the scaffolding teaching
• 4.3.3 The effects of the scaffolding teaching on the students’ interest in English writing
• Chapter Five Conclusion
• 5.1 Major findings of the study
• 5.2 Implications
• 5.3 Limitations
• 5.4 Suggestions
• 5.5 Conclusion
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• Appendix IV
• Appendix V
• Appendix VI
• Acknowledgements
• 攻读学位期间取得的科研成果清单