任务型写作在高中英语教学中的运用

论文摘要

写作是一项极其复杂的认知活动。根据问卷调查,高中写作现状并不容乐观。尽管老师忙于分析范文,批改文章,学生忙于写作,但学生的写作能力并没有取得明显的进步。同时,教学模式是教师为中心,教师统治着整个课堂,学生只有被动的接受知识。因此学生的写作热情也无法得到激发。当务之急是要寻求一条能改变现状的途径。作者收集了国内外几十年来有关写作教学的最新研究成果——结果法和过程法,并对其进行分析以及指出它们的局限性。根据Hillocks和蔡兰珍所说,任务型语言教学融合了结果法和过程法的优点,并弥补了他们的局限性,结合高中写作现状,作者提出了任务型教学法在高中写作教学中的运用。即在进行写作教学时,为学生创造人性化的氛围和表现自己的舞台,激发学生的知识背景,并通过小组合作,同伴评阅的方式来提高学生的写作热情和写作能力。作者采用的研究方法是实验法和问卷调查法。实验是在作者所教的两个平行班进行。一个班级为控制班,接受结果法教学;另一个班级为实验班,采用任务型写作。根据实验前后的两次考试成绩和两次问卷调查,数据统计表明:与结果法相比,任务型写作不但更能提高学生的写作能力,而且更能激发学生的写作热情。从而得出结论:任务型教学是提高高中生写作的有效途径。

论文目录

中文摘要

Abstract

中文文摘

Synopsis

Chapter One Introduction

Chapter Two Literature Review

2.1 Task-based Language Teaching

2.2 Relevant Studies on Writing

Chapter Three Description of Task-based Writing

3.1 Seating Arrangement and Group Work

3.2 Develop a Sense of Audience

3.3 Scoring Standard

3.4 Principles of Writing Task Design

3.5 The Procedures of Task-based Writing

3.6 Correct Writing

Chapter Four Experiment

4.1 Purpose of the Experiment

4.2 Subjects of the Experiment

4.3 The Instructional Materials

4.4 Duration of the Experiment

4.5 Writing Rater

4.6 The Procedures of Scoring

4.7 Data Collection

4.8 The Procedures of the Experiment

Chapter Five Data Collection and Analysis

5.1 Test Scores and Analysis

5.2 The Questionnaire and Analysis

Chapter Six Conclusion

References

Acknowledgements

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标签：任务型写作论文; 结果法论文; 过程法论文;

任务型写作在高中英语教学中的运用

论文摘要

论文目录

相关论文文献

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