【作者】 张琦；

【导师】 宋蕾；

【作者基本信息】 青岛大学 ， 学科教学（英语）（专业学位）， 2021， 硕士

【摘要】 写作能力的培养关系到中学生核心素养的发展,而英语写作一直是初中教与学的难点,新的写作教学模式亟需探索。通过文献梳理可以看出,以读促写通过有针对性的阅读来推动学生写作素材的积累,将理解和产出自然结合,有利于学生写作能力的培养。但如果这种教学模式使用不当,学生可能无法有效地理解阅读材料和准确地完成仿写、续写等写作任务。而思维导图作为一种可视化的思维工具,有利于克服在以读促写教学中遇到的困难,但是如何在以读促写教学中有效使用思维导图仍需进一步探索。为帮助初中英语教师在以读促写教学中有效地使用思维导图,本研究旨在调查思维导图在初中英语以读促写教学中的应用现状和问题、探索有效的改进措施,提出以下三个问题:1.思维导图在初中英语以读促写教学中的应用现状如何?2.初中英语教师在以读促写教学中是怎样应用思维导图的?3.思维导图在初中英语以读促写教学的应用过程中存在哪些问题?应采取哪些应对措施?本研究采用混合研究法,利用问卷调查、课堂观察和访谈收集数据,对思维导图在初中英语以读促写教学中的应用情况进行分析和讨论。研究结果表明:(1)尽管多数教师对使用思维导图进行以读促写教学有一定熟悉度,但对思维导图的熟练使用程度仍需加强;多数初中英语教师认为在以读促写教学中应用思维导图的主要目的是为了协助学生梳理文本结构、内容和主题词汇并更好地为写作任务做铺垫;在以读促写教学过程中,仿写是初中英语教师常会选用的写作任务,教师们多采用黑板手绘的方式绘制思维导图,倾向于通过师生合作的方式共同完成思维导图;尽管多数教师认同使用思维导图进行以读促写教学的价值,但其在实际应用过程中仍存在问题。(2)在初中英语以读促写教学中,教师常将思维导图应用于阅读中以及读后写前这两个环节,根据应用目的不同,教师最常选用的思维导图类型是气泡图和括号图。(3)思维导图在以读促写教学过程中存在以下问题,教师对思维导图的理解程度和专业应用能力不强,应用时机不够全面,课堂上没有足够时间使用思维导图进行以读促写教学,学生缺乏独立绘制思维导图的机会等。针对以上问题,笔者结合本研究发现和相关文献,提出建议如下:学校和教育行政部门应定期对英语教师进行相关培训,举办小型研讨会和相关教学比赛等;教师应扩大思维导图在以读促写教学过程中的应用环节,布置课前任务单,让学生在预习环节提前接触思维导图;教师需提供更多让学生独立绘制思维导图的机会并及时给予指导和反馈。更多还原

【Abstract】 The cultivation of students’ writing ability is related to the development of students’ core competence.Since English writing is always regarded as a difficult part for junior high school teaching and learning,new models of writing instruction need to be explored.It can be seen from literature review that reading-to-write teaching is an effective model to promote students’ writing ability,which combines reading comprehension with productive writing naturally and accumulate students’ writing materials through targeted reading.Nevertheless,if the method is not used properly,students may not understand the reading texts efficiently and finish the writing tasks such as the imitative writing or the continuation task accurately.Mind map,a thinking tool of knowledge visualization,is beneficial to overcome the difficulties in reading-to-write teaching,but how the mind map works in reading-to-write teaching still needs to be further explored.To facilitate teachers to effectively use mind map in reading-to-write teaching,this study aims to investigate the current situation and problems of using mind map in junior high school English reading-to-write teaching,and to explore effective countermeasures.Three questions are put forward: 1.What is the current situation of using mind map in junior high school English reading-to-write teaching? 2.How do junior high school English teachers use mind map in reading-to-write teaching? 3.What are the problems of using mind map in junior high school English reading-to-write teaching? And what are the countermeasures? Therefore,this study adopts the mixed research method,combining the questionnaires,classroom observation and interviews to analyze and discuss the application of mind map in junior high school English reading-to-write teaching.The result shows that:(1)Although most teachers have a certain familiarity to the application of mind map in reading-to-write teaching,their degree of proficiency needs to be strengthened;Most junior high school English teachers think that the purpose of the application is to help students organize the text contents,structure and vocabularies,laying a foundation on the writing tasks;The imitative writing is the frequently-used writing task,teachers are used to draw mind map on the blackboard and prefer to present it by cooperating with students;Although most teachers confirm the value of using mind map in reading-to-write teaching,the problems are still existed in the actual application.(2)Teachers like to use mind map in while-reading,post-reading or pre-writing stages.The bubble diagram and bracket diagram are most frequently used based on different purposes.(3)The existing problems of using mind map in reading-to-write teaching are listed as follows,teachers do not have a deep understanding of mind map and lack of professional ability of using it,the application opportunities are relatively restricted,most teachers think they do not have enough time to use mind map in reading-to-write lessons,and students have difficulties in drawing mind map independently.Therefore,combining the results of this study and relevant literature,the author puts forward some countermeasures: Schools and administrative departments should regularly offer teachers training opportunities and hold small seminars or teaching contests;Teachers should broaden the application stages of using mind map in reading-to-write teaching,and they can assign some pre-class tasks for students to use mind map in the previewing stage;Teachers are suggested to provide more opportunities for students to draw mind map independently and give students’ immediate feedback and guidance.更多还原