Application of Scaffolding Theory in High School English Writing Teaching.doc

《Application of Scaffolding Theory in High School English Writing Teaching.doc》由会员分享，可在线阅读，更多相关《Application of Scaffolding Theory in High School English Writing Teaching.doc（10页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 本科生毕业论文（设计）题 目Application of Scaffolding Theory in High School English Writing Teaching支架理论在高中英语写作教学中的运用研究专 业英 语院 部外国语学院学 号姓 名指导教师答辩时间二一五年五月论文工作时间： 2014年 9 月 至 2015 年 5 月Contents1. Introduction.1 1.1 The National English Curriculum Standards and High School English.1 1.2 The significance of High Sc

2、hool English writing teaching.2 1.3 Impact of Scaffold Theory on English writing teaching.2 1.4 Current situation of High School English writing teaching.32. Literature Review.42.1 An introduction to Scaffolding Theory.42.2 Meanings of Scaffolding Theory in education.42.3 Estimate of teachers and st

3、udents on Scaffolding Theory.52.4 Current situation of Scaffolding Theory applying on High School writing teaching.53. Theory evidence.6 3.1 The origin of Scaffolding Theory.6 3.1.1 Scaffolding Theory and Zone of Proximal Development.7 3.1.2 Scaffolding Theory and Socio-constructivist Theory.73.2 Th

4、e definition and connotation of Scaffolding Theory.83.3 The guiding principle of Scaffolding teaching.83.4 The structure of Scaffolding teaching.94. Research.10 4.1 Research description.10 4.2 Research procedure.11 4.2.1 The applying strategies of Scaffolding theory in High School English writing le

5、sson.11 4.2.2 High School English writing teaching samples guided by Scaffolding Theory.12 4.3 Research aids.12 4.3.1 The test before and after research.13 4.3.2 Questionnaire before and after research.145. Data collection and analysis.14 5.1 Test results analysis before and after research.14 5.1.1

6、Test results analysis before research.15 5.1.2 Test results analysis after research.15 5.1.3 The contrast of Students composition achievement before and after test.16 5.2 The analysis of questionnaire.16 5.2.1 The questionnaire about attitude towards students English writing.17 5.2.2 The questionnai

7、re about reflection English writing teaching guided by Scaffolding Theory.17 6. Conclusion.18 6.1 The advantages of Scaffolding Theory applying in English writing teaching.18 6.2 The limitation and enlightenment of Scaffolding Theory applying in English writing teaching.19Bibliography.20Acknowledgme

8、nts.21支架理论在高中英语写作教学中的运用研究 摘 要: 写作是学生综合技能的重要体现，所以写作教学在英语教学中占有不容忽视的地位。然而在高中英语写作教学过程中也存在很多问题。基于此，本论文将支架式教学与高中英语写作教学实践结合起来，探索支架理论指导下的英语写作教学。在写作教学过程中，教师通过为学生搭建不同的支架来激发学生的写作动力。本论文强调写作教学过程的重要性，突出学生的主体地位，对高中英语写作教学模式的新探讨有一定的积极意义。关键词: 支架理论；英语写作教学；高中英语Application of Scaffolding Theory in High School English Wr

9、iting TeachingUndergraduate: Supervisor: Abstract: Writing is the important reflection of students comprehensive skills in the study of English, so writing teaching plays a vital role on English teaching. However, there are lots of issues in High School English writing teaching. So combining Scaffol

10、ding teaching with English writing teaching practice of high schools, steps of English writing teaching based on Scaffolding Theory are explored in this paper. In the teaching process, the teacher motivates students by creating different scaffolds to students. This paper emphasizes that writing teac

11、hing is very important and highlights the dominant position of students, which have positive significance towards new research on English writing teaching in High School. Key Words: Scaffolding Theory; English writing teaching; High School English Bibliography 1 Britton, J., Burgess, N., Martin, N.,

12、 Mcleod, A.& Rosen, H. The Development of Writing AbilitiesM. London: Macmillan, 1975. 2 Erika, Lindermamn. A Rhetoric for Writing TeachersM. New York: Oxford University Press, 1987.3 George W, Gargnon, Jr& Michelle Collay. Constructivist Learning DesignM. London: Longman, 2008.4 Hayes.J.R., &Flower

13、, L.S. Identifying the Organization of Writing ProcessesM. Hillsdale, NJ: Lawrence Erlbaum Associates, 1980. 5 Hogan, K., & Pressley, M.(Eds). Scaffolding Student Learning: Instructional Approaches and IssuesM. Cambridge, MA: Brookline Books, 1997.6 Mercer, N. & Fisher, E. How Do Teachers Help Child

14、ren to LearnM. London: Routledge, 1998.7 Rosenshine, B. & Meister, C. The Use of Scaffolds for Teaching Higher-level Cognitive StrategiesM. New York: Educational Leadership, 1992.8 Slavin, R.E. Educational Psychology M. Boston: Allyn and Bacon, 1994.9 Vygotsky, L. The Development of Higher Psycholog

15、ical ProcessesM. MA: Harvard University Press, 1978.10 Vygotsky, L. S. Thinking and Speech. In L. S. Vygotsky, Collected worksM(vol.1, pp. 39-285)(R. Rieber & A. Carton, Eds; N. Minnick, Trans.). New York: Plenum(Original works published in 1934, 1960), 1987.11 范玮译. 建构主义课堂教学案例M. 北京: 中国轻工业出版社, 2005.

16、12 付冬梅. “支架”理论在高中英语写作教学中的应用D. 西南师范大学, 2006.13 关市民. 中学英语写作教学薄弱问题分析与解决方案J. 中小学外语教学, 2008.14 徐慧燕. 支架式教学法在高中英语写作教学中的应用D. 福建师范大学, 2009.15 张国荣. “支架”理论在英语写作教学中的应用A. 外语教学与研究, 2004. AcknowledgmentsMy deepest gratitude goes first and foremost to my supervisor, Zheng Li, for her constant encouragement and guid

17、ance. She has walked me through all the stages of the writing of this thesis. Without her consistent and illuminating instruction, this thesis could not have reached its present form.Second, I would like to express my heartfelt gratitude to Professor Yin Guojie, who led me into the world of English

18、teaching methods. I am also greatly indebted to the teachers at the Department of English: Ms Wang Xia, Ms Gao Hong and Miss Gao Xiaotian, who have instructed and helped me a lot in the past three years.Last my thanks would go to my beloved family for their loving considerations and great confidence

19、 in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis. Assignment1. Introduction 1.1 The National English Curriculum Stand

20、ards and High School English . 1.2 The significance of High School English writing teaching . 1.3 Impact of Scaffold Theory on English writing teaching . 1.4 Current situation of High School English writing teaching .2. Literary review 2.1 An introduction to Scaffolding Theory . 2.2 Meanings of Scaf

21、folding Theory in education . 2.3 Estimate of teachers and students on Scaffolding Theory . 2.4 Current situation of Scaffolding Theory applying on High School writing teaching .3. Theory evidence 3.1 The origin of Scaffolding Theory 3.1.1 Scaffolding Theory and Zone of Proximal Development . 3.1.2

22、Scaffolding Theory and Socio-constructivist Theory . 3.2 The definition and connotation of Scaffolding Theory . 3.3 The guiding principle of Scaffolding teaching . 3.4 The structure of Scaffolding teaching .4. Research 4.1 Research description . 4.2 Research procedure 4.2.1 The applying strategies o

23、f Scaffolding theory in High School English writing lesson . 4.2.2 High School English writing teaching samples guided by Scaffolding Theory . 4.3 Research aids 4.3.1 The test before and after research . 4.3.2 Questionnaire before and after research .5. Data collection and analysis 5.1 Test results

24、analysis before and after research 5.1.1 Test results analysis before research . 5.1.2 Test results analysis after research . 5.1.3 The contrast of Students composition achievement before and after test . 5.2 The analysis of questionnaire 5.2.1 The questionnaire about attitude towards students Engli

25、sh writing . 5.2.2 The questionnaire about reflection English writing teaching guided by Scaffolding Theory .6. Conclusion 6.1 The advantages of Scaffolding Theory applying in English writing teaching . 6.2 The limitation and enlightenment of Scaffolding Theory applying in English writing teaching .