【作者】 张文娟；

【导师】 王金娥；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2019， 硕士

【摘要】 本研究旨在探究如何把项目教学法应用到高中英语写作教学中去。笔者通过阅读国内和国外的相关文献发现,虽然项目教学法由来已久,但把其应用到高中英语写作教学中的研究并不多。根据建构主义、人本主义和多元智能的有关理论,本研究基于人教版高中英语教材活动用书的项目部分来开展项目写作活动。在3个多月的教学实验中,研究对象主要是山东师范大学附属中学高一16班和17班的102名学生以及高一组的6名英语教师。其中,高一16班(52名学生)是实验班,主要运用项目教学法进行英语写作教学;控制班是高一17班(50名学生),仍然使用传统教学法进行英语写作教学。所采用的研究方法主要为问卷调查法、能力倾向测试法、访谈法和案例分析法,研究工具分别为调查问卷、测试题、语言能力量表和访谈提纲。三个研究问题分别是:1.项目教学法目前在高中英语写作教学中应用现状如何?2.项目教学法应用于高中英语写作教学的可行性模式是什么?3.项目教学法能否有效提高高一学生的英语写作能力?本研究主要对前测与后测进行纵向比较,对实验班与控制班进行横向比较,以及进行定量和定性的综合分析来得出结论。首先,项目教学法并没有应用于大部分英语写作教学。特别是在传统的英语写作教学中,学生们失去了写作兴趣,机械教学可能会导致枯燥的课程,学生和教师过于重视写作中的语法问题。此外,在项目教学法的可行性模式中,教师在英语写作课前充当改编者和参与者,在英语写作课中充当欣赏者和评价者,在英语写作课后充当修改者。最后,项目教学法的可行性模式可以有效提高高一年级的英语写作能力。项目教学法体现了以学生为中心的教学理念,培养学生的合作意识和多元智能,锻炼学生的高层次思维能力。因此,本研究对高中英语写作教学有几点启示。首先,教师和学生需要根据英语写作教和学的现状来改变角色。此外,教师需要探索项目教学法的可行性模式,并将其合理地应用于英语写作教学。最后,项目教学法是一种提高学生英语写作能力的好方式。然而,该实验仅涉及高一年级学生,实验周期较短,因此实验结果有一定的局限性。更多还原

【Abstract】 This study aims to how to apply PBA(project-based approach)to EFL(English as a foreign language)writing teaching in senior high schools.By reading relevant literatures at home and abroad,the author finds that,although PBA has been in existence for a long time,there are little researches on applying it to EFL writing teaching in high schools.With the theoretical foundation,covering constructivism,humanistic theory and multiple intelligence theory,this research is based on the PROJECT part of the PEP High School English Workbook to carry out project writing activities.The teaching experiment lasts for more than three months.The participants of the study are a total of 102 students in Class 16 and 17,Grade One,and 6 teachers from the Senior Grade One English Office inSenior High School Attached to Shandong Normal University.Class 16,with 52 students,is Experimental Class,mainly adopting PBA for EFL writing teaching while Class 17,with 50 students,is Control Class,still using the traditional teaching method.What’s more,theresearch is carried out by using questionnaire method,aptitude test method,interview method and case analysis method.Accordingly,research tools are respectively questionnaires,tests and standards of English language ability,and interview outlines.In addition,this study intends to research the following three questions:1.What is the status quo of the application of PBA to high school EFL writing teaching?2.What is the feasibility model of PBA being applied to high school EFLwriting teaching?3.CanPBA effectively improve the English writing ability of high school students?By means of the longitudinal comparison of pre-test and post-test,and the horizontal comparison between Experimental Class and Control Class,this study comprehensively analyzes the data from the quantitative and qualitative dimensions to reach the conclusion.First and foremost,PBA is not applied to the majority of EFL writing lessons.So,especially in traditional EFL writing teaching,students lose interest,and mechanical teaching might cause the boring lesson,and students and teachers pay much attention to the grammar of writing.Besides,the feasibility model of PBA requires that the teacher acts as an adaptor and a participant before the EFL writing lesson,an appreciator and an evaluator during the EFL writing lesson,and a corrector after the EFL writing lesson.Eventually,thefeasibility model of PBA can effectively improve the English writing ability of Senior Grade One.It reflects the student-centered teaching philosophy,cultivates students’ sense of cooperation and multiple intelligences,and exercises students’ high-level thinking ability.Therefore,there are several implications for EFL writing teaching in senior high schools.To begin with,the teacher and students need to change roles according to the status quo of the EFL writing teaching and learning.Furthermore,the teacher needs to explore the feasibility model of PBA and apply PBA to EFL writing teaching reasonably.Last but not least,PBA is an excellent way to improve students’ English writing ability.However,the experiment only involves Senior Grade One students and the experiment period is a little short,so the experimental results have some limitations.更多还原