【作者】 王晶；

【导师】 李增；

【作者基本信息】 东北师范大学 ， 教育， 2008， 硕士

【摘要】 《英语课程标准》的总目标是:培养学生的综合语言运用能力。高中英语写作是综合语言运用能力之一,而高中英语写作教学决定着学生写作水平的高低,因此在过去的二十年中,国内外对英语写作教学法的研究和实践很多,研究大致经历了由行为主义的结果法到认知心理学的过程法等等。结果法(Product Approach)是20世纪70年代以前,一直占主导地位的一种英语写作教学法;随着教育学、心理学、语言学的发展,针对成果写作法的不足,过程写作法应运而生,其理论基础是人本主义的教育论,建构认知理论和交际语言教学理论,认为语言是复杂的,非线性的,反复的渐进过程;体裁法(Genre-based Aproach)是近十年来随着体裁理论的发展而出现的一种写作教学法(韩金龙201:36)。其中的过程写作法虽然在我国已深入人心,但它在高中英语教学中还没有彻底改变学生的英语写作水平低的问题。本人根据国内外的有关研究成果------过程写作法,采用定量和定性相结合的方法,在现状分析、理论探索和行动研究的基础上提出:单纯依靠过程写作法本身,不会根本解决高中英语写作问题,过程写作法前准备阶段不足(即:语言输入及知识积累不足)是写作困难的症结所在,建议把高中英语写作教学建立在过程写作法的模式之上,抓好写作前阶段的知识积累和储备。全文共六章。第一部分提出问题和假设。从实证研究的理念出发,本人对所在的农安县一所普通高中三年级42名学生就高中英语写作教学的现状做了问卷调查分析,根据调查结果提出了假设:英语过程写作法没有得到有效地利用的关键是:学生写作前的知识积累不足,写前阶段的写作教学才是提高写作能力的关键。第二部分文献回顾。首先阐明高中新课程对英语写作教学的的目标要求;其次阐述英语过程写作法的相关理论等。第三部分行动计划及实施过程。这是文章的重点部分,本人选用所在的农安县一所普通高中三年级60名学生为行动研究对象,设计了半学期的过程写作计划。在明确高中阶段写作目标的同时,首先,笔者把重点放在过程写作法写前准备阶段的行动研究上,主要训练学生的写前准备阶段的知识储备,包括背诵和利用模板仿写;重点训练造句的能力,英汉思维差异,英语的词汇和语篇连接的知识等;其次,在过程性写作训练阶段,本人对合作写作做了新的尝试,采取了让一部分学生边说边写,另一部分学生旁观的方式,达到互动合作的目的。第四部分数据收集和分析,得出结论。本人以访谈和调查问卷的方式对行动研究的试验进行数据收集和分析,最后结论显示:做好英语过程写作的写前准备即:写作积累,是提高过程性写作利用率和高中英语写作水平的关键。第五部分反思和启示。研究结果表明,利用好过程写作法之前的准备环节,不仅能够有效地提高英语写作水平,还有助于提高自我效能感和学生的合作能力。更多还原

【Abstract】 The general aim of senior high school’s educational courses is to enhance students’integrated skills of using language. English writing is one kind of ability among the integrated skills, which is decided by the teaching of English writing.In the past two decades there were many researches and practices done about the methodology of English writing both home and abroad. Nowadays, the method of process approach to teaching writing has become the mainstream of western teaching of writing and gains a very good effect. While in China, though it is popular, it isn’t used fully and flexibly in the teaching. senior high schools. The student’s general proficiency in writing is low.As to this phenomenon, on the basis of the relative research achievements----process approach to teaching writing, using quantitative and qualitative analysis, current condition analysis, theoretical research and action research, the author puts forward the following hypothesis: the preparation before writing (i. e. language input and knowledge accumulation) is not enough and it is the poorest sector. The suggestion is that we should build in the teaching. senior high schools on the mode of process approach to teaching writing, and make full use of the phase of pre-writing to enlarge the knowledge accumulation before writing, and thus realize the process of rapid shift from controlling to automatic writing.It is divided into 6 chapters.Chapter I. Put forward questions and hypothesis. The paper, from the notion of authentic proof research, makes an analysis of the questionnaires of the senior high school English writing teaching. According to the result of the questionnaires, the hypothesis is put forward: on the one hand, students don’t have enough accumulation of writing knowledge; on the other hand, teachers don’t make a good usage about the English writing process effectively.Chapter II: Literature review. First of all, the teaching aims and requirements are clarified during the period of senior high school English writing. Secondly, the development of English writing methods is stated, especially the history and background of process approach of teaching writing and its main stages and features. It also mentions Kranshen’s input hypothesis so as to find out the theoretical basis for action design theory.Chapter III: Action plan. This is the most important part of the paper. Half a semester’s plan is designed. The pre-writing period’s recitation and reading run through the whole writing process, meanwhile, the writing goal of the senior high school’s level and the teacher’s directory function of writing in the class are clarified. The author divides the whole process into 3 parts, including basic writing process, process approach of writing and free writing. During the basic writing process, the most important task is to train students’ability of making sentences, making them know the logic difference between English and Chinese, and the knowledge of vocabulary and discourse connection. The most important part is to train student’s pre-writing and knowledge accumulation, including reciting and using examples to imitate the writing style. During the process writing, besides the usual mode of writing, it mainly uses cooperation process writing. On the one hand, ask one part of the students to say and simultaneously to write, on the other hand, the other part of the students to listen and observe, and then do it vice verse. It realizes the aim of mutual cooperation. The last process is free writing stage, it mainly asks the students to write by using their daily life material so as to realize the goal of using what they’ve learned.Chapter IV: Data collection and analysis. The mode of interviewing and questionnairing is used to collect data and analyze the experiment of action research. The conclusion is drawn: To make a good preparation before writing, that is, writing accumulation is the key of enhancing process writing and the writing level of senior high school students.Chapter V: Findings and contributions. The result of the research shows that making a full use of the stage of preparation can not only enhance the English writing level, but can also enhance the students’study interest, writing habits, cooperation ability and self-efficacy feeling.Chapter VI: Limitations and conclusion. The action research which is carried out is based on the personal teaching of the author, so it can’t be said that it is perfect. The author will do some further study in the future.更多还原