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“八步模式”在高中英语写作教学中的实验研究

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-01-12编辑:vicky点击率:1884

论文字数:论文编号:org202201041641078707语种:英语 English地区:中国价格:$ 66

关键词:高中英语教学论文

摘要:本文是一篇高中英语教学论文,本研究以模因论、克拉申的输入假说和斯温的输出假说为基础,采用试卷、问卷和访谈等方法探讨了本实验的效果。

本文是一篇高中英语教学论文,本研究通过数据分析,发现“八步模式”可以提高学生的写作质量和兴趣,但不能提高学生的自主性。毕竟,这种“八步模式”的高中英语写作教学模式存在以下问题:1)如果教师不特别重视,这种写作教学模式会使学生过于依赖模仿写作。当他们写完可以模仿的内容时,他们不知道如何写下来。换句话说,如果这种模式忽视了有效输出(新语境下模仿写作与独立写作的结合),就会影响学生的主观能动性和创造性。2) 同伴对其构成的评价将对他们的自信心产生巨大影响,并将导致很大的心理压力(这种现象可能只发生在B班)。


Chapter 1 Introduction


1.1 Research Background

Basing on years of writing teaching experience, Yan Dong introduced the“Eight-Step Model” when he taught his students how to teach writing in the course oftextbook analysis in 2020, which aroused the author’s interest: interpreting model essay(imitating content), summarizing style (imitating structure), refining words and sentences(imitating language), activating materials (writing outline), achieving imitation (writingthe whole passage), peer revision / teacher comments, and final revision.

Since the 1960s, people have found that the training of writing skills is an essentialpart of foreign language learning. The teaching requirements and contents of high schoolstudents were specified from the following respects: subject context, discourse type,language knowledge, cultural knowledge, language skills and learning strategies by theEnglish Curriculum Standard of Senior High School. Although the standard attaches greatimportance to cultivating students’ writing ability, language and content in the concretepractice of English writing class in high school, English writing teaching course in highschool is still traditional (teacher-centered), and the teachers in it also have a dispositionto pay more attention to the teaching of words and syntax. Every student’s languagelearning needs these foundations, but they are slightly different from the standards of thenew curriculum. There is no doubt that this will lead to poor English reading, writingability and a reluctance to write, which will go against students’ comprehensive andsustainable development. In addition, although many teachers begin to explore thelanguage or culture of style, they often focus on the intensive reading teaching ofvocabulary and grammar rather than instructing students to imitate the structure andwriting skills of the model composition they read. As a result, the students only acquirethe linguistic knowledge block by block and are poorly aware of the compositions’“literature power” and “ thinking power”. Gradually, this teaching method (input errorand less output) results in students’ insufficient writing ability. Indeed, as early as 1978,Widdowson (1978) proposed the incorporation of reading and writing into teaching. 


1.2 The Objectives of the Research

This study is based on the “Eight-Step Model” experiment, and data collectionmethods include questionnaire survey and interview. On the basis of analyzing the dataobtained, the author studies the current situation of “imitation” and “evaluation” inEnglish writing classes in senior secondary school, does preliminary work and furtherresearch for the practical application of the “Eight-Step Model” in the later stage. Inaddition, this research also enables the author to study some common problems inteaching practice after graduation.

Another purpose is to provide reference for primary and secondary school Englishteaching and enrich the theory of primary and secondary school English teaching andresearch.

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