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研究与进步 ——大班级写作教学中的行动研究

2020-11-22阅读(414)

研究与进步 ——大班级写作教学中的行动研究

论文摘要

在英语教学中,中学英语教师遇到最头疼的问题往往是如何进行英语作文教学,如何引导中学生写好英语作文。面对这些问题,我们需要通过研究探寻出一些实用的方法,让学生们觉得英语写作并非是一件异常艰苦的工作,而是一件可从中获得许多乐趣的事。首先,教师对于英语写作教学中的一些原理应有所了解,而这正是在英语教学中教师容易忽略的一些指导性的写作教学原理,这些原理的来源正是对于学生写作问题的观察和分析。其次,教师应努力通过自己的创造和创新来改变学生心中对于写作的反感和畏惧。例如,通过诗歌写作给学生们创设一个可以自由发挥其想象的空间和氛围,让他们在不经意的畅想中完成他们的习作。第三,在进行英语写作教学的过程中,学生和教师都需要明白英语写作不仅仅是一个学生个体的活动,同样也可以是同学间互相协作的结果。例如,创设一些有趣的启发性的写作活动或游戏,改变以往课堂英语写作中的写作惯例,让同学门在合作中集思广益,获得最大限度的观点和想法,解决学生们写作素材空乏的问题。教学是个不断渐进的过程,多种因素的影响决定了无论哪个教学过程都不可能是过去相似内容的简单重复,因而发现问题,解决问题将是在教学过程中的恒定主题。作为对于写作教学实践的研究,行动研究的方法在很大程度上符合教师研究者在课堂实践的过程中随时地发现问题,提出问题,建立假想,确立方案,实践方案,检验效果,发现新问题。在探寻中学英语写作教学方法的研究过程中,教师无论创想什么样的活动都必须始终明确一个事实:在整个研究过程中,作为研究者的教师必须始终关注在活动开展的进程中,学生们将做些什么,以及他们将从中得到些什么。我们必须明确学生们不是实验室中的小白鼠。他们是有独立人格,自我思维和情感的人。他们具有丰富的想象力和创造力,所以他们自我提高的动机应得到充分的尊重。

论文目录

  • Abstract
  • 概要
  • Ⅰ. A Question Arising
  • Ⅰ.1 What are the teachers and students facing in writing?
  • Ⅰ.2 Updating
  • Ⅱ. Action Research
  • Ⅱ.1 What is action research?
  • Ⅱ.1.1 Definition
  • Ⅱ.1.2 History of action research
  • Ⅱ.1.3 Nature of action research
  • Ⅱ.2 Why do I use action research?
  • Ⅱ.2.1 Requirements for professional development
  • Ⅱ.2.1.1 Teacher training programme
  • Ⅱ.2.1.2 Teachers’needs and their own improvement
  • Ⅱ.2.1.3 Professional development
  • Ⅱ.2.2 Requirements for changing circumstance
  • Ⅱ.3 How do we do action research?
  • Ⅱ.3.1 Select an issue/area/topic that you would like to examine in detail
  • Ⅱ.3.1.1 Focus on the topic
  • Ⅱ.3.1.2 Specify the questions
  • Ⅱ.3.2 Select appropriate procedures for collecting data about the topic
  • Ⅱ.3.3 Collect and analyze the data
  • Ⅱ.3.4 Develop an action plan to bring about change
  • Ⅱ.3.5 Implement the plan and observe its effect
  • Ⅱ.3.6 Start another research cycle after the first if necessary
  • Ⅱ.4 Timing in action research
  • Ⅱ.5 Resources for action research
  • Ⅱ.5.1 People resource
  • Ⅱ.5.2 Material resource
  • Ⅱ.6 What do we want to achieve?
  • Ⅱ.6.1 Benefit the students
  • Ⅱ.6.2 Benefit other teachers
  • Ⅱ.7 Interviews and questionnaires
  • Ⅱ.8 What are the problems of teaching writing in a large class?
  • Ⅲ. Writing Problems
  • Ⅲ.1 A survey on students’problems in writing
  • Ⅲ.1.1 Questionnaires and Statistics
  • Ⅲ.1.2 Analysis of the survey and students’problems
  • Ⅲ.1.3 Problems from the survey
  • Ⅲ.2 A survey on teachers’problems in teaching writing in a large class
  • Ⅲ.2.1 Questionnaires and Statistics
  • Ⅲ.2.2 Analysis of the survey and teachers’problems finding
  • Ⅲ.2.3 Problems from the survey
  • Ⅲ.3 Principles in teaching writing
  • Ⅳ. Plans and Action
  • Ⅳ.1 Translation as a beginning
  • Ⅳ.2 Picture writing
  • Ⅳ.3 Writing and listening
  • Ⅳ.4 Writing and reading
  • Ⅳ.5 Writing and speaking
  • Ⅳ.6 Writing poems
  • Ⅳ.6.1 Using a structure
  • Ⅳ.6.2 Using a framework
  • Ⅳ.6.3 Using a riddle
  • Ⅳ.6.4 Using a grammatical structure
  • Ⅴ. Progress and Double Helix
  • Ⅴ.1 Students’progress in writing
  • Ⅴ.1.1 Problem creation
  • Ⅴ.1.2 Problem presentation
  • Ⅴ.1.3 Project taking
  • Ⅴ.1.4 Evaluation
  • Ⅴ.1.4.1 Peer evaluation
  • Ⅴ.1.4.2 Self-evaluation
  • Ⅴ.1.4.3 Peer correcting
  • Ⅴ.1.5 Feedback
  • Ⅴ.1.6 Comparison
  • Ⅴ.2. Double Helix in action research
  • Ⅴ.2.1 Teachers’progress
  • Ⅴ.2.2 Students’progress
  • Ⅴ.2.3 The mutual influence of the two progresses
  • Ⅴ.3.A new mode of action research
  • Ⅴ.3.1 Definition
  • Ⅴ.3.2 Mode of action research
  • Ⅵ. Conclusion
  • Reference book
  • Appendix 1
  • Appendix 2
  • 论文独创性声明
  • 论文使用授权声明

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    研究与进步 ——大班级写作教学中的行动研究
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