过程写作法在初中英语教学中的实验研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-11编辑:lgg点击率:7365
论文字数:38569论文编号:org201703091747561496语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文英语写作教学过程写作法写作能力
摘要:本文是初中英语教学论文,通过对本实验所收集的资料和数据进行分析,笔者发现,过程写作法确实能够提高初中生的英语写作兴趣和动机,并且有助于提高他们的英语写作水平。在某种程度上可以说,过程写作法是提高初中生英语写作能力的好方法。
Chapter 1 Introduction
1.1 Background of the research
With the changes in curriculum reform, researchers pay more attention to the study of learning process. Improving students’ English writing ability is the key to cultivate their ability of expression in English; it is also one of critical standards to measure the quality of English teaching. To some extent, a good foundation the students lay in high school will have positive effect on their study in the future. But in the
history of English teaching in China, the educators didn’t attach much importance to English writing. Therefore, the result of English writing teaching isn’t satisfying. In the traditional way of English writing teaching, students’ compositions are judged by teachers according to the final products. The procedures of English writing teaching are as follows: first, the teacher assigns a subject for composition; then the students begin to write; and finally the teacher corrects and grades the compositions. The writing process of planning, drafting, and reviewing are left unnoticed. The teacher always spends a lot of time and energy in correcting students’ compositions, inkling towards the quality of language form (such as spelling, grammar, punctuation) rather than the quality of the contents (such as plotting and viewpoint, etc.). And as for students, they only care about the grades given by their teacher, ignoring the mistakes and comments. As a result, the same mistakes appear again in their following compositions. For a long time, English writing in China has paid too much attention to the writing products with writing process and the consciousness of readers unnoticed. The product writing approach is that compositions are only judged by final products. The evaluation of writing skill is just on the accuracy of grammar (Proto, 2001). It is obvious that the weakness of product approach ignores the process skills, such as planning, the audience, the generation of ideas and the organization of the article. “Methodologically, English writing teachers tend to adopt the product approach, which focuses on the form of the written product, but disregards students’ ability to explore the content through the writing process” (Tao Ying, 2004). Having difficulty in composing, students often feel worried and some even lose their heart in writing, because they don’t know how to wri
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