基于过程写作教学法的高中英语写作教学案例设计及分析

摘要

现今，中学英语写作教学模式传统而单调，学生对写作缺乏热情和主动性，写作内容单薄。基于这种现状，笔者致力于探索基于过程写作教学法的英语写作教学新模式，以提高英语教学的有效性，使学生对英语写作的兴趣和写作能力同步提高。
　　笔者尝试设计了一堂基于过程写作教学法的写作课，并在天津市海河中学实践了该教学设计。随后，通过收集反馈意见、学生访谈和自我反思，综合整理及评判了这堂课的实际效果。最后，通过对各项反馈结果的综合整理和分析，本研究得出以下结论和启示:
　　实践证明，应用了过程写作教学法设计的写作课堂能够提升学生的英语写作兴趣，激发学生参与写作的自主性，有利于学生写作能力和水平的提高。基于以上发现，笔者认为过程写作教学法可以有效提高高中英语写作教学的教学效果，并建议在我国的高中英语教学过程中，教师可以创造性地、灵活地引入过程写作教学法来创新英语写作教学模式，弥补传统写作教学的缺陷，提升英语写作课堂教学的实际效能。

目录

声明

Abstract

摘要

Acknowledgements

Table of Contents

Chapter 1 Introduction

1．1 Background of the Study

1．2 The Purpose of the Study

1．3 The Significance of the Study

1．3．1 Theoretical Significance of the Study

1．3．2 Practical Significance of the Study

1．4 Research Questions

1．5 Overall Structure of the Thesis

Chapter 2 Literature review

2．1 Writing

2．1．1 Definition of Writing

2．1．2 The Era before Process Writing Approach

2．2 Process Writing Approach

2．2．1 Background of Process Writing Approach

2．2．2 Main Advantages of Process Writing Approach

2．2．3 Theoretical Basis of Process Writing Approach

2．2．4 Procedures of Process Writing Approach

2．3 Previous Studies on the Appfication of Process Writing Approach Abroad and at Home

2．3．1 Previous Studies Abroad

2．3．2 Previous Studies at Home

2．3．3 Summary of Previous Studies on the AppHcation of Process Writing Approach Abroad and at Home

Chapter 3 Preparation and Analysis of Instructional Elements

3．1 Analysis of Instructional Elements

3．1．1 Analysis of the learners

3．1．2 Analysis of Instructional Content

3．1．3 Analysis of Instructional Objectives

3．1．4 Design of Instructional Strategies

3．1．5 Design of Teaching Methods

3．1．6 Design of Learning Methods

3．1．7 Design of Instructional Technology

Chapter 4 Instructional Design of English Writing Teaching with the Application of Process Writing Approach

4．1 The Whole Teaching Procedures

4．2 Explanation of the Instructional Design

4．3 Evaluation and Reflection of the Instructional Design

4．3．1 Differences between the Applicationand Instructional Design

4．3．2 Evaluation and Reflection

4．3．3 Modification and Improvements of the Instructional Design

Chapter 5 Conclusion

5．1 Major Findings

5．2 Implications for Writing Teaching

5．3 Limitations of the Study

5．4 Suggestions for Future Study

References

Appendix