写作习惯论文提纲

2022-11-15

论文题目：基于英语学习活动观的高中英语写作“五步两评”教学模式的构建与应用

摘要：写作是英语学习者必备的表达技能,也是其语言综合运用能力的集中体现,在我国高中英语教学中占据重要地位。但目前高中英语写作教学模式比较单一,教师过于注重词汇、语法等语言知识的讲解,忽略学生的写作过程;学生在面对写作时普遍存在心理害怕写作、写作内容空洞、写完不会修改等问题。《普通高中英语课程标准（2017年版）》首次提出了指向学科核心素养的英语学习活动观,为新时代的教学改革指明了方向,很多专家学者从理论及实践层面对学习活动观进行了探索,并从不同角度验证了其对英语教学的积极影响。然而,学习活动观并非某种固定的活动模式,而是一种相对宏观的学习途径,具体到写作课堂上该如何落实学习活动观的实践,以便有效解决目前高中英语写作教学中普遍存在的问题,这方面的研究比较少。本研究将英语学习活动观与高中英语写作教学相结合,基于图式理论和修订版的布鲁姆教育目标分类理论,尝试构建基于英语学习活动观的“五步两评”高中英语写作教学模式,并实际运用到高中英语写作课堂教学中,验证该模式对写作教学的有效性。主要研究问题有:（1）基于英语学习活动观的“五步两评”高中英语写作教学模式对学生的写作能力是否有影响?具体体现在哪些方面?（2）基于英语学习活动观的“五步两评”高中英语写作教学模式对学生的写作态度和写作习惯是否有影响?本研究以黄冈某所高中的两个平行班共90名学生为研究对象,运用测试法和问卷调查法进行研究。对实验班和对照班的学生进行实验前后的英语写作测试,主要是验证该模式对学生写作能力的影响。通过对实验班和对照班的学生进行实验前后的问卷调查,主要是研究该模式对学生写作态度和写作习惯的影响。为期12周的教学实验结果发现:（1）基于英语学习活动观的“五步两评”高中英语写作教学模式能有效提升学生的英语写作能力,具体体现在写作内容、结构和语言表达等方面均有所提升,其中提升最明显的是写作内容。（2）基于英语学习活动观的“五步两评”高中英语写作教学模式能改善学生的写作态度,促进学生养成良好的写作习惯。

关键词：英语学习活动观;“五步两评”教学模式;高中英语;写作能力;写作态度和习惯

学科专业：教育硕士（专业学位）

摘要

Abstract

Chapter 1 Introduction

1.1 Research Background

1.1.1 The Importance of English Writing Teaching in Senior High School

1.1.2 The Requirements of New Curriculum Standard for Senior High School English

1.2 Research Purpose and Significance

1.3 Structure of the Thesis

Chapter 2 Literature Review

2.1 Concept Definition

2.1.1 Activity

2.1.2 The View of English Learning Activities

2.1.3 Writing Ability

2.1.4 Approaches to Testing Writing Ability

2.2 The Research Situation of Writing Teaching

2.2.1 The Product Approach

2.2.2 The Process Approach

2.2.3 Task-based Approach

2.3 Current Research Situation Based on the View of English Learning Activities

2.4 Current Situation of Writing Teaching Based on View of English Learning Activities

Chapter 3 The Construction of"Five Steps and Two Assessments"Writing Teaching Mode Based on the View of English Learning Activities

3.1 The Theoretical Basis of"Five Steps and Two Assessments"Writing Teaching Mode Based on the View of English Learning Activities

3.1.1 Schema Theory

3.1.2 Revised Bloom’s Taxonomy of Objectives

3.2 Teaching Objective of the"Five Steps and Two Assessments"Writing Teaching Mode

3.3 Overview of Relevant Reference Modes of“Five Steps and Two Assessments”Teaching Mode Base on the View of English Learning Activities

3.3.1 The“Reading,Imitating and Writing”Teaching Mode

3.3.2 The“Speaking Before Reading,Comprehending While Reading,Writing After Reading”Teaching Mode

3.3.3 “Five Steps, Two Evaluations, Three Tests”Teaching Mode

3.4 Operating Procedures of the"Five Steps and Two Assessments"Teaching Mode Based on the View of English Learning Activities

3.5 Framework of the"Five Steps and Two Assessments"Teaching Mode Based on the View of English Learning Activities

3.6 Teaching Assessment of the"Five Steps and Two Assessments"Writing Teaching Mode Based on the View of English Learning Activities

3.7 Teaching Principles of"Five Steps and Two Assessments" Writing Teaching Mode Based on the View of English Learning Activities

3.8 "Five Steps and Two Assessments"Teaching Design Case Based on the View of English Learning Activities

3.9 Summary

Chapter 4 Research Design

4.1 Research Questions

4.2 Research Procedures

4.3 Research Tools

4.3.1 Writing Test

4.3.2 Questionnaire on Writing Attitude and Habits

4.4 Research Process

Chapter 5 Data Analysis

5.1 The Effects of"Five Steps and Two Assessments"Writing Teaching Mode Based on the View of English Learning Activities on Students'Writing Ability

5.1.1 Analysis of Pre-test Writing Scores in the Control Class and the Experimental Class

5.1.2 Analysis of Post-test Writing Scores in the Control Class and the Experimental Class

5.1.3 Comparative Analysis of the Total Writing Scores before and after the Control Class and the Experimental Class

5.2 The Effects of the"Five Steps and Two Assessments"Writing Teaching Mode Based on the View of English Learning Activities on Students'Writing Attitudes and Writing Habits

5.2.1 Analysis of Pre-test Writing Attitudes and Writing Habits in the Control Class and the Experimental Class

5.2.2 Analysis of Writing Attitudes and Writing Habits in the Control Class and the Experimental Class

Chapter 6 Conclusion

6.1 Main Research Results

6.2 Pedagogical Implications

6.3 Limitations and Suggestions

References

Appendix

Appendix A

Appendix B

Appendix C

Appendix D