过程法在高中英语写作教学中的实证研究

论文摘要

近些年来,在英语教学中写作起着越来越重要的作用,这一点引起了许多研究者和教师的注意。一系列的写作方法已经形成,其中过程写作法在国外起着领先作用,在提高学生的写作能力方面被证明是行之有效的。但是,在中国,尤其是在高中,英语写作总是被忽略,也没有什么变化。大多数教师重视写作结果,而忽略写作过程。结果写作被认为是一件头痛的事,许多学生逐渐地失去写作兴趣和信心,有的甚至逃避写作。根据以上情况,笔者在本文中提出了“过程写作法”在高中英语写作教学中的研究与应用。“过程写作法”指的是在采取传统的“结果式”写作教学法的基础上引入的注重以学生的兴趣培养和小组意见的交流与合作的写作方式。本研究采用实验对比法,对高二两个混合班的学生进行为期几乎半年的教学实验。对照班采用传统的结果写作教学法,实验班采用“过程写作法”的写作教学模式。实验结果如下：过程写作教学法优于结果写作教学法,采用过程写作教学法能极大地激发学生的写作兴趣,调动学生写作的积极性,提高学生的写作水平,使学生主动参与到写作过程中来,从中他们掌握一些前所未知的写作技能和策略。在过程写作教学中,通过学生间的反馈和互相修改,学生领略到了写作的实质和乐趣,提高了认知能力,监控能力,交互能力和书面表达能力。与此同时,体现了合作学习的教学理念,使学生在团队中意识到写作过程是一种群体间的交际活动。

论文目录

• Acnkowledgements
• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Significance of Study
• 1.1.1 Present writing-teaching in most high schools in Chengde
• 1.1.2 Introduction of Process Approach Teaching into Writing Class
• 1.2 The organization of the thesis
• Chapter 2 Literature Review
• 2.1 The Definition of Process Approach
• 2.1.1 Stages in Process Writing
• 2.1.2 The characteristics（compared to product approach）
• 2.2 Researches on Process Approach at home and abroad
• 2.2.1 Researches on Process Approach abroad #1
• 2.2.2 Researches on Process Approach in China
• 2.3 Theoretical basis of the process approach to writing
• 2.3.1 Flower and Hays' Cognitive Process Theory
• 2.3.2 Communicative Theory
• 2.3.3 White and Arndt's Diagram of Process Writing
• 2.4 The specific presentation of the process approach to writing
• 2.4.1 The basic content of process approach to writing
• 2.4.2 The requirements of process approach to writing
• Chapter 3 The Experiment Design
• 3.1 Research questions
• 3.2 Subjects
• 3.3 Instruments of the Research
• 3.4 Procedures of the Research
• 3.4.1 A pre-test and a pre-questionnaire
• 3.4.2 The preparations for the experiment
• 3.4.3 Detailed Procedures of the Training and reflections
• 3.4.4 Reflections
• 3.4.5 A post-test,a post-questionnaire and a form of the evaluation of the process approach
• Chapter 4 Analyses and discussion of the results of the experiment
• 4.1 Analyses of the results of pre-test and the post-test
• 4.1.1 Analyses of the results of the pre-test
• 4.1.2 Analyses of the results of the post-test
• 4.2 Analyses of the samples of the experiment class and the control class
• 4.2.1 Analyses of the papers of the pre-test
• 4.2.2 Analyses of the compositions of the post-test
• 4.3 Analyses of the pre-questionnaire and post-questionnaire and the evaluation form of the process approach
• 4.3.1 Comparison of the results of the pre-questionnaire and the post-questionnaire
• 4.3.2 Analyses of the results of the evaluation of the process approach
• Chapter 5 Implications,Limitations and Conclusions
• 5.1 Implications
• 5.2 Limitations
• 5.3 Conclusion
• Bibliography
• Appendices