【作者】 徐洁；

【导师】 傅似逸；

【作者基本信息】 厦门大学 ， 英语语言文学， 2008， 硕士

【摘要】 博客作为一种新兴的网络技术,广泛应用于多种行业和领域,包括新闻界,教育界,娱乐界等等。它的大众性和受欢迎的程度也导致了大量的对博客的教育应用的探索。本文旨在探讨博客作为一种教育工具可运用于英语写作教学的可行性,并探索如何在博客的协助下激发学生对英语写作学习的动力和参与度。此外,本文还尝试性地提出了一项以博客为基础的英语写作教学流程设计。为了达到此研究目的,本文首先探讨中国英语专业写作教学的现状,由此指出传统的英语写作教学方法已经不能满足教师和学生的教与学的需要,无法有效地提高学生的写作能力和学习兴趣。论文继而阐述了对写作本质的几种不同看法,博客技术的兴起与发展,两种主要的写作教学法—成果教学法和过程教学法,并得出初步结论:认为过程教学法适合于以博客为基础的写作教学,因为两者都侧重语言教学的交际性。论文进而探讨了五种学习策略和学习理论,即协作学习理论,人文主义学习理论,语言习得理论,建构主义学习理论和反思性学习理论,尝试性地提出了一个以博客为基础的英语写作教学流程,论证了博客的交际性和即时性能够为学习者提供丰富的在线写作资源和高效的写作方式,使老师和同学之间能够进行快捷有效的互动和互评,并为学习者提供了从同伴作品中吸取优点,反思问题的机会。为了增强本研究的说服力,提供除理论以外的实证支持,论文最后进行了一项包括调查问卷和面谈两个内容的实证调查。调查结果充分表明,博客可以而且应该运用于英语写作教学当中来,以充分发挥和提高学生的学习兴趣,优化学习环境,丰富学习内容,为学生提供自主学习的有效空间。更多还原

【Abstract】 As a newly developed online technology, Blog has recently been widely used in various fields, in media, education, entertainments, sports, etc. Its popularity has promoted the exploration of blog’s educational function and application. This paper aims at exploring the feasibilities of utilizing blog as an instructional tool in teaching English writing and the practical ways of using blog to promote the students’ learning interest. For pedagogical interest, it also proposes a tentative design for blog-based English writing teaching.For this purpose, the present paper first looks at the situations in which writing is taught to English majors in China to illustrate that the traditional method is not effective enough. The paper then discusses the different views on the nature of writing, focusing on two main approaches to teaching writing—the product approach and the process approach, with a tentative conclusion that the process approach is the ideal teaching approach in blog-based teaching. Next, the present paper elaborates on the feasibility of blog’s application in teaching English writing by building a theoretical foundation on the basis of five language learning theories, namely the constructivist learning theory, the humanistic learning theory, Krashen’s language acquisition theory, the collaborative learning theory and the reflective learning theory. With such theoretical explorations, the present writer then produces a tentative design of blog-based teaching procedure to demonstrate that the communicative nature and the simultaneity in the characteristics of blog can provide abundant online materials, offer an efficient way of writing, ensure an effective interaction between the teacher and the students and provide the students opportunities of learning from each other. In the last chapter, the present writer conducts an investigation, consisting of a questionnaire and an interview, to provide some empirical support for the assumption that blog can play a facilitating role in teaching English writing.更多还原