基于活动理论的写作教学模式对初中生英语写作能力的影响研究

【作者】 王莹；

【导师】 张琳；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 在英语学习中,写作能力是学生英语学习综合能力的重要体现。无论教师还是学生都非常重视写作能力:特别是教师,他们为提高学生的写作能力进行了诸多教学尝试,但收效甚微。究其根本,原因归结于大部分教师未接受过系统的外语写作教学训练,沿用因循守旧、以教师为中心的教学模式。本研究所采用的活动理论注重写作过程,以学生为中心,引导学生借助活动进行写作。近年来,此理论的研究多聚焦于大学英语写作,对初中生写作教学缺乏关注。鉴于此,本文将活动理论运用到初中英语写作教学中,旨在提高初中生英语写作能力,希望在写作内容、结构、语言方面获得新发现,以期为写作教学实践提供一定的依据。本研究以活动理论为基础,在山东省济宁市某中学初二年级的两个平行班中进行教学实验,实验主要采用写作测试和访谈法。希望能解决以下问题:(1)基于活动理论的教学对学生英语写作的内容是否有影响?如果有,具有怎样的影响?(2)基于活动理论的教学对学生英语写作的篇章结构是否有影响?如果有,具有怎样的影响?(3)基于活动理论的教学对学生英语写作的语言是否有影响?如果有,具有怎样的影响?本研究运用SPSS 26.0中的独立样本t检验、配对样本t检验对写作测试的成绩进行分析,同时对访谈结果进行归纳整理,最终得出以下几条结论:(1)基于活动理论的教学使学生写作内容更加丰富。(2)基于活动理论的教学对学生英语写作的篇章结构有积极影响。实验后学生写作的篇章结构更加合理。(3)基于活动理论的教学对学生英语写作语言影响不同。实验后,学生写作的流利性无显著变化,但在准确性方面取得了显著进步。据此结果,研究建议初中教师在教学中基于活动理论进行写作教学设计。教师应从学生的实际情况出发积极开发教学资源,充分利用教学工具,发挥学习共同体的优势,以充分发挥活动理论教学模式的促学作用,帮助学生提高英语写作能力。由于时间和条件的限制,该研究仍存在不足,如:研究周期较短,调查对象较少等。总体来说,本研究的结果基本令人满意,达到了预定目的,为初中教师基于活动理论进行写作教学提供了实际操作上的建议,为活动理论在写作教学中的应用奠定了实践基础。更多还原

【Abstract】 In English learning,writing ability is an important embodiment of students’ comprehensive English learning ability.Both teachers and students attach great importance to writing ability.Teachers,in particular,have made many teaching attempts to improve students’ writing ability,but little effect has been achieved.The basic reason is that most teachers have not received systematic training in foreign language writing teaching and followed the traditional teacher-centered teaching model.The activity theory adopted in this study focuses on the writing process,takes students as the center,guides students to write with the help of various activities.In recent years,the research of this theory mostly focuses on college English writing,and pays little attention to writing teaching of junior high school students.In view of this,in this paper,the activity theory was applied to the teaching of English writing in junior middle school,aiming to improve writing ability of junior high school students,hoping to obtain new findings in the aspects of writing content,logical structure,language,in order to provide some basis for writing teaching practice.Based on the activity theory,this study conducted a teaching experiment in two parallel classes of the second grade in a middle school in Jining,Shandong Province.The experiment mainly adopted the methods of writing test and interview.Hope to solve the following questions:(1)Does activity theory-based teaching affect students’ English writing content? If so,what is the impact?(2)Does activity theory-based teaching have an impact on the text structure of students’ English writing? If so,what impact does it have?(3)Does activity theory-based teaching have any influence on students’ English writing language? If so,what impact does it have?In this study,independent sample t-test and paired sample t-test in SPSS 26.0 were used to analyze the results of the writing test.At the same time,the results of interviews was summarized and sorted out,and the following conclusions were finally drawn:(1)The teaching based on activity theory enriches students’ writing content.(2)Activity theory-based teaching has a positive influence on the text structure of students’ English writing.After the experiment,the text structure of students’ writing was more reasonable.(3)Activity theory-based teaching has different influences on students’ English writing language.After the experiment,students’ writing fluency did not change significantly,but writing accuracy made significant progress.Based on the results,the research suggests that junior middle school teachers should design writing instruction based on activity theory.Teachers should actively develop teaching resources,make full use of teaching tools,give full play to the advantages of learning community in order to give full play to the activity theory teaching mode of promoting learning to help students improve their English writing ability.Due to the limitation of time and conditions,this study still has some shortcomings,such as:the research period is short,the investigation objects are few,etc.In general,the results of this study are basically satisfactory and achieve the predetermined purpose.It provides practical suggestions for junior high school teachers to carry out writing teaching based on activity theory,and lays a practical foundation for the application and practice of activity theory in writing teaching.更多还原