过程教学方法在初中英语写作教学中的应用

摘要

近年来，由于新课程标准中写作目标的颁布，越来越多的初中英语教师意识到写作教学的重要性。然而，尽管教师和学生都付出很大的努力，英语写作对大多数学生来说仍然有一定的困难。造成这样结果的主要原因在于英语写作教学仍然遵循传统的结果写作法。这种方法的缺点是它忽视了写作过程的认知因素，即写作过程是循环的、非线性的，学生在写作时经历写前准备、初稿、反馈、修改、定稿等阶段。因此，本文试图把过程教学法引入到初中英语教学中，来改变学生对英语写作的态度、增强学生学习的兴趣和自信心，提高学生的英语写作水平。本文应用的主要理论有建构主义理论和交际理论。
　　基于上述观点，笔者提出了假设:过程教学法调动了学生写作的兴趣、主动性、积极性;培养了初中生的合作意识;能有效的提高初中生的写作水平。为了验证假设，笔者在静海县西翟庄中学初中二年级两个班进行了一个学期的实验，运用了四种研究工具，即问卷、实验期间的五次作文成绩分析，测试和采访。在实验期间，作者对实验班进行了过程写作法教学，包括写前阶段，初稿阶段，同级修改，教师评阅，修改写作二稿和分享六个步骤，而对控制班进行传统的结果教学法。
　　实验结果表明实施过程教学法能提高实验班学生写作的积极性，以便提高英语写作能力。同时，学生的综合英语能力和兴趣也在逐步提升。

目录

声明

Abstract

摘要

Acknowledgments

Table of Contents

Chapter 1 Introduction

1．1 The Background of the Study

1．1．1 Problems in the Process of Learning

1．1．2 Problems in the Process of Teaching

1．2 The Significance of the Study

1．3 The Structure of the Thesis

Chapter 2 Literature Review

2．1 Approaches to Writing Teaching

2．1．1 The Product Approach

2．1．2 The Process Approach

2．1．3 The Process-genre Approach

2．2 Previous Studies on the Process Approach

2．2．1 Previous Studies Abroad

2．2．2 Previous Studies at Home

2．3 The Relationship between the Process Approach and English Writing Teaching

Chapter 3 Theoretical Foundation

3．1 Constructivism Theory

3．2 Social Interaction Theory

Chapter 4 Experiment Design

4．1 The Hypotheses of the Experiment

4．2 The Subjects of the Experiment

4．3 The Instruments of the Experiment

4．4 The Procedures of Experiment

4．4．1 Pre-questionnaire

4．4．2 Pre-test

4．4．3 Implementation of the Process Approach in EC

4．4．4 Teaching Activities in CC

4．4．5 A Case of the Process Approach in a Writing Class

4．4．6 Five Compositions Test

4．4．7 Post-test and Post-questionnaire

4．4．8 Interview

4．5 Data Collection

Chapter 5 Data Analysis and Discussion

5．1 The Analysis of the Tests

5．1．1 The Analysis of the Data from the Pre-test

5．1．2 The Analysis of the Data from the Five Compositions

5．1．3 The Analysis of the Data from the Post-test

5．1．4 The Comparison of the Pre-test and Post-test in EC

5．2 The Analysis of the Questionnaires

5．2．1 The Results of the Comparison of the Pre-questionnaire between EC and CC

5．2．2 The Results of the Comparison of the Post-questionnaire between EC and CC

5．2．3 The Results of the Comparison between Pre-questionnaire and Post-questionnaire of EC

5．3 The Analysis of the Interview

5．4 Discussion

Chapter 6 Conclusion

6．1 The Major Findings of the Study

6．2 The Implications of the Findings

6．3 The Limitations of the Study

6．4 The Recommendation for the Future Study

References

Appendix