發(fā)布時(shí)間：2018-05-21 01:36

  本文選題：支架教學(xué) + 英語寫作教學(xué)模式　； 參考：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：支架教學(xué)遵循以學(xué)生為中心的教學(xué)理念,強(qiáng)調(diào)通過搭建支架,建立真實(shí)情境等來引導(dǎo)學(xué)生對(duì)知識(shí)進(jìn)行自我構(gòu)建,以此提高學(xué)生的學(xué)習(xí)能力和學(xué)習(xí)興趣,并有效實(shí)現(xiàn)教和學(xué)的互動(dòng)。本文回顧了有關(guān)支架教學(xué)的相關(guān)研究,其研究表明,支架教學(xué)在國(guó)外的發(fā)展已日漸成熟,國(guó)內(nèi)學(xué)者也在逐步進(jìn)行相關(guān)理論和實(shí)證研究,但針對(duì)初中生英語寫作的實(shí)證研究相對(duì)較少,研究角度大部分針對(duì)學(xué)生寫作成績(jī),師生角色的研究和課堂模式的規(guī)劃相對(duì)缺乏。為此,在該教學(xué)的啟發(fā)下,針對(duì)初中生英語寫作現(xiàn)狀和課程需要,本文探討了如何以支架教學(xué)為基礎(chǔ),構(gòu)建適合初中生的寫作教學(xué)的課堂模式,并試圖從學(xué)生寫作成績(jī),興趣和方法,以及師生角色三個(gè)方面探討該教學(xué)方法對(duì)初中生英語寫作的影響。本文旨在采用定性和定量相結(jié)合的方法,分析支架教學(xué)在英語寫作教學(xué)中運(yùn)用。實(shí)驗(yàn)對(duì)象來自濰坊市臨朐縣某初級(jí)中學(xué)兩個(gè)平行班的學(xué)生,同時(shí)授課8個(gè)周。兩個(gè)班級(jí)被隨機(jī)抽選為控制班和實(shí)驗(yàn)班�？刂瓢嗖捎脗鹘y(tǒng)的寫作教學(xué)方法,在實(shí)驗(yàn)班采用基于支架教學(xué)的課堂模式。研究前后,在兩個(gè)班級(jí)進(jìn)行了測(cè)試,并對(duì)實(shí)驗(yàn)班進(jìn)行了問卷調(diào)查。數(shù)據(jù)來自問卷調(diào)查和測(cè)試,并用SPSS(16.0)軟件進(jìn)行了分析和處理。通過數(shù)據(jù)分析,實(shí)驗(yàn)班和控制班的學(xué)生成績(jī)差異顯著(P0.05);學(xué)生在寫作興趣和方法方面有很大提高;老師和學(xué)生的的關(guān)系也有了明顯的變化。因此,本研究的結(jié)論具體表現(xiàn)為:第一,與傳統(tǒng)寫作教學(xué)相比,以支架教學(xué)為基礎(chǔ)的寫作教學(xué)適合于初中寫作教學(xué)并能有效地提高學(xué)生的寫作成績(jī)。第二,學(xué)生在英語寫作方面表現(xiàn)得更有自信心并且能夠積極列提綱、進(jìn)行自我修改和同伴修改等。第三,通過交流質(zhì)量和課堂氛圍來看,取代以教師為中心的課堂模式,老師成為學(xué)生學(xué)習(xí)的促進(jìn)者而不是灌輸者,并為學(xué)生提供合理及時(shí)的支架支持;并且學(xué)生有更多的機(jī)會(huì)表達(dá)自己的想法、能夠積極跟同學(xué)和老師交流自己的作文和學(xué)習(xí);取代單一的課堂模式,活越的課堂氣氛為學(xué)生提供了有效的學(xué)習(xí)和寫作環(huán)境。本論文回顧相應(yīng)的理論基礎(chǔ),并進(jìn)行了實(shí)證研究,探討了以支架教學(xué)為基礎(chǔ)的寫作教學(xué)的課堂模式,注重寫作任務(wù)和學(xué)生所使用教材的融合,并從師生角色的變化探討了該教學(xué)方法對(duì)寫作的影響,因此在研究角度和內(nèi)容方面有一定創(chuàng)新。該研究仍存在一定的不足,但其教學(xué)效果明顯。希望本文能夠促進(jìn)更多的學(xué)者對(duì)支架教學(xué)的相關(guān)運(yùn)用進(jìn)行更深入的探討。
[Abstract]:Scaffolding teaching follows the concept of student-centered teaching. It emphasizes that students should be guided to construct their own knowledge by building scaffolding and real situation, so as to improve students' learning ability and interest. And effectively realize the interaction between teaching and learning. This paper reviews the related research on scaffolding teaching. The research shows that the development of scaffolding teaching in foreign countries has become more and more mature, and domestic scholars are gradually carrying out relevant theoretical and empirical research. However, there are relatively few empirical studies on junior high school students' English writing, most of which focus on students' writing achievement, the role of teachers and students and the planning of classroom model. Therefore, under the inspiration of this teaching, aiming at the present situation and curriculum needs of junior high school students' English writing, this paper discusses how to construct a classroom model suitable for junior high school students' writing teaching on the basis of scaffolding teaching, and attempts to build a classroom model suitable for junior high school students' writing teaching. This paper discusses the influence of the teaching method on junior high school students' English writing from three aspects: interest and method, as well as the role of teachers and students. The purpose of this paper is to use qualitative and quantitative methods to analyze the application of scaffolding teaching in English writing teaching. The subjects were students from two parallel classes in a junior middle school in Linqu County of Weifang City and were taught for 8 weeks at the same time. Two classes were randomly selected as control class and experimental class. The control class adopts the traditional writing teaching method, and the experimental class adopts the scaffolding teaching mode. Before and after the study, two classes were tested, and the experimental class was investigated. The data were collected from questionnaire and tested, and analyzed and processed by SPSS software 16.0. Through the data analysis, there are significant differences between the experimental class and the control class, the students' interest and methods in writing have been greatly improved, and the relationship between teachers and students has changed obviously. Therefore, the conclusions of this study are as follows: first, compared with the traditional writing teaching, the writing teaching based on scaffolding teaching is suitable for junior high school writing teaching and can effectively improve students' writing performance. Second, students have more confidence in English writing and can actively outline, self-revision and peer modification. Thirdly, through the quality of communication and classroom atmosphere, instead of the teacher-centered classroom model, teachers become the promoters rather than the indoctrinators of students' learning, and provide reasonable and timely support for students; And students have more opportunities to express their ideas, can actively communicate their composition and learning with students and teachers; instead of a single classroom model, the living classroom atmosphere for students to provide an effective learning and writing environment. This paper reviews the corresponding theoretical basis, and carries out empirical research, discusses the classroom model of writing teaching based on scaffolding teaching, pays attention to the integration of writing tasks and textbooks used by students. The influence of the teaching method on writing is discussed from the change of teachers and students' roles, so there are some innovations in the research angle and content. The research still has some shortcomings, but its teaching effect is obvious. I hope this paper can promote more scholars to explore the application of scaffolding teaching.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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