【作者】 陈燕；

【导师】 郭斯萍；

【作者基本信息】 江西师范大学 ， 发展与教育心理学， 2007， 硕士

【摘要】 问题解决是对陈述性知识、程序性知识和策略性知识这三类知识的综合运用,是当代课堂教学目标之一。本文选择问题解决的典型事件——英语作文作为研究对象。根据问题解决的理论,选用范文默写作为提高英语作文成绩的方法。在分析范文默写的教育心理学理论基础上,试图以范文默写这一方法,增加学习者英语作文所需的三类知识(陈述性知识、程序性知识和策略性知识),从而提高其英语作文成绩。通过对九年级学生进行英语范文默写训练,本研究探讨九年级学生在默写训练的影响下,其英语作文在语言、内容、结构三个方面得分是否有增加。经过实证研究后,得出以下结果:1、经过默写训练之后,与控制组相比,实验组的英语作文总分、语言及结构得分有显著性提高。但实验组的内容得分在实验前后未有显著性差异。2、在本实验中,除语言得分外,两个不同英语范文类型的实验组后测英语作文总分、内容、结构得分无显著差异。3、本实验中,实验组学习者的英语成绩与英语作文成绩变化无显著相关。更多还原

【Abstract】 Solving Problem needs declrative knowledge, procedural knowledge and strategic knowledge. And it is one of class instruction object. The process of English composition can be regarded as a typical solving problem process. The purpose in this paper is how to improve English composition ability. According to the solving problem theory, memorizal writing training in this research may be the way to improve English composition performance. Through memorizal writing training, it may increase the subject’s declrative knowledge, procedural knowledge and strategic knowledge to raise English composition score.This paper focused whether English composition score on language, content and structure were increased after grade 9 students experienced memorial writing training. The experiment results are as follows: 1.The total, language and structure score of experiment group were raised. 2. Except language score, there weren’t difference between A experiment group and B experiment group which were asked to memorize different type paper. 3. In this experiment, it found no correlation between English composition score change and the subjects’English test score.更多还原