ENG导学案在高中英语写作应用研究.docx

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1、 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研 究工作及取得的研究成果，尽我所知，除了文中特别加以标注和 致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成 果，也不包含本人为获得内蒙古师范大学或其它教育机构的学位 或证书而使用过的材料。本人保证所呈交的论文不侵犯国家机 密、商业秘密及其他合法权益。与我一同工作的同志对本研究所 做的任何贡献均已在论文中作了明确的说明并表示感谢。 本学位论文作者完全了解内蒙古师范大学有关保留、使用学 位论文的规定：内蒙古师范大学有权保留并向国家有关部门或机 构送交论文的复印件和磁盘，允许论文被查阅和借阅，可以将学 位论文的全部或部分内容编

2、入有关数据库进行检索，可以釆用影 印 、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子 文档的内容和纸质论文的内容相一致。 保密的学位论文在解密后也遵守此规定。 关于论文使用授权的说明 中文摘要 在我国基础教育课程改革的进程中，教师和学生都面临着巨大的挑 战。长期以来，如何有效地进行英语写作教学一直困扰着广大英语教师。 传统英语写作教学模式往往使大部分学生写作相 当被动，缺乏积极主动 性和写作的热情。同时使广大教师埋头批改于学生作文的语法和词汇等 细节性错误，形成了 “学生听到写作心烦，教师见到习作头痛 ”的现象。 书面表达能力是英语综合运用能力的体现，是学生语言基础知识、 语言组织能力

3、以及书写能力的综合体现。传统的英语写作教学已经不再 符合学生发展的需求。经过专家和教师长期的探索之后，推出了一种新 的英语教学模式，即学案导学模式。本论文试图通过学案教学模式的运 用对高中英语写作课教学进行研究，探索能够切实提高学生英语写作能 力及自主学习能力的具体可行方法。 “学案导 学 ”模式是指以 “学案 ”为载体，以导学为方法，以教师 的指导为主导，学生的自主学习为主体，师生共同合作完成教学任务的 一种教学模式。这种教学模式要求教师不仅仅是知识的传授者，而是学 生学习的指导者、合作者。学生在学案指导自主学习的过程中培养自学 能力、自学习惯，教会学生怎样学习、怎样思考，提高学生分析问题、

4、 解决问题的能力。本文依据自主学习理论，建构主义理论， “ 最近发展 区 ”理论，结合高中英语写作教学实践，以培养学生的自主学习能力为 目标，构建了适应高中英语写作教学的 “学案导学 ”课堂教学模式。本 文研究 “学案 导学 ”的英语写作教学模式，以 “学案 ”结合传统 “教案 ” ， 倡导 “先学后教 ”的认知过程和 “以学生为中心 ”的教学方式，力求通 过 “学案 ”这个平台，实现学生的自主学习。 本论文以实验研究为主，研究对象是乌海市第十中学高一年级成绩 相当的两个班 92 名学生。笔者在实验班运用了五个月的 “学案导学 ” 实 施写作教学，而对照班仍然使用常规的教学方式。研究的目的在于

5、探讨 运用学案教学是否能有效提高高中学生的写作兴趣，写作能力和英语自 主学习能力。 研究过程中，作者开展了两次问卷调查，并重点分析了学生的两次 测试成绩，运用统计软件分析数据得出结论：实验班学生的写作兴趣， 写作能力和自主学习能力明显高于没有使用学案教学授课的对照班。因 此研究证明，运用学案教学能够有效提高高中学生的英语写作兴趣， 写作能力和英语自主学习能力。 关键词：学案，兴趣，写作能力，自主学习能力，高中 ABSTRACT The curriculum reform for basic education challenges both teachers and students. For

6、 a long time, how to effectively teach English writing has been puzzling the majority of English teachers. Traditional mode of teaching English writing tends to make the most of students passive in writing lack of initiative and enthusiasm. At the same time, many teachers are busy with correcting th

7、e errors of students essays, including grammar, vocabulary and many other details, forming a phenomenon that students fear writing and teachers are tired of making the papers. Written English skills are the manifestation of students ability to use basic English knowledge, structures and the organiza

8、tional skills to express themselves. The traditional English teaching cannot meet the needs of the development of students any more. After a long time of exploration by some experts and teachers, a new English teaching model called learning plan teaching mode was put forward eventually. In this pape

9、r, it is attempted to find feasible ways to lead students to improving their writing skills through the design of the high school English writing teaching. The teaching mode “learning plan” refers to the learning plan as the carrier, the teachers guiding as leader, and students autonomous learning a

10、s the main body, in which the teachers and students cooperate to complete the teaching and learning tasks. This teaching mode requires teachers to be not only the person to teach the knowledge, but also the guides and collaborators of the students learning. Students are taught to cultivate the abili

11、ty of teaching themselves, how to learn and how to think in the process of autonomous learning in order to improve their ability to analyze and solve problems. Based on the relevant teaching and learning theories of Independent Study, Constructivism, Zone of proximal Development” and the teaching pr

12、actice of English writing in the senior high school, this paper attempts to explore a classroom teaching mode to improve students ability of autonomous learning, which may apply to the English writing teaching in senior high school. The research focuses on the application of “learning plan” to Engli

13、sh writing combined with the traditional “teaching plan”， advocating learning before teaching and learner-centered learning in order to realize students autonomous learning. The research subjects of the thesis are 92 students of No. 10 Middle School in Wuhai city. In the experimental class, the auth

14、or of the paper applied the learning-plan teaching for five months. At the same time, in the control class the author still used conventional teaching methods. The purpose of the research is aimed at exploring whether the implementation of the learning plan can improve the senior high school student

15、s interests of writing, writing ability and autonomous learning effectively or not. In the process of the research, the author carried out two surveys of questionnaire and analyzed students two test scores. According to data from the analysis of SPASS software, a conclusion is drawn: the students wr

16、iting interests, writing ability and learning initiative in experimental class are obviously higher than those in the control class. Therefore, the implementation of the learning plan can improve the senior high school students interests of writing, writing ability and autonomous learning effectivel

17、y. KEY WORDS: learning plan, interests, writing ability, autonomous learning, senior high school 目录 Chapter I Introduction . 1 1.1 Background of the study . 1 1.2 Purpose and significance of the study . 3 1.3 The current situation (problems) of students English writing in No 10 Middle School in Wuha

18、i city . 4 1.4 Framework of the thesis . 6 Chapter II Literature Review . 7 2.1 Concepts related to the study of learning plan . 7 2.1.1 Definitions of learning plan . 7 2.1.2 Features of learning plan guided teaching . 8 2.1.3 Functions of learning plan guided teaching . 9 2.2 Concepts related to E

19、nglish writing . 9 2.2.1 Definitions of English writing . 9 2.2.2 The importance of English writing . 10 2.3 Relevant theories . 11 2.3.1 Independent study . 11 2.3.2 Constructivist learning theory . 13 2.3.3 Theory of Zone of proximal development . 14 2.4 The study of learning plan in China . 15 Ch

20、apter III Methodology . 17 3.1 Research questions and hypotheses . 17 3.1.1 Research questions . 17 3.1.2 Research hypotheses . 17 3.2 Subjects . 17 3.3 Materials . 18 3.4 Research instruments . 18 3.4.1 Observation scale . 18 3.4.2 Two questionnaires . 19 3.4.3 Two tests . 20 3.5 Procedures of the

21、study . 20 3.5.1 The design and application of learning plan . 21 3.5.2 A sample of learning plan . 23 Chapter IV Results and Discussion . 26 4.1 Data collection and analysis . 26 4.1.1 The analysis and discussion about the result of the observation scale . 26 4.1.2 The analysis and discussion about

22、 the result of the questionnaire . 27 4.1.3 The analysis and discussion about the pre-test result . 30 4.1.4 The analysis and discussion about the post-test result . 30 Chapter V Conclusion . 33 5.1 Findings . 33 5.2 Implications of the research . 34 5.3 Limitations . 35 5.4 Suggestions for future .

23、 35 Bibliography . 36 Appendix I Observation Scale . 38 Appendix II Questionnaire 1. 39 Appendix III Questionnaire 2 . 40 Appendix IV Questionnaire 3 . 41 Appendix V Pre-test . 42 Appendix VI 实验班与对照班的前测成绩 . 43 Appendix VII Post-test . 45 Appendix VIII 实验班与对照班的后测成绩 . 46 Appendix IX 高考作文评分标准 . 48 Ackn

24、owledgements . 50 Chapter I Introduction 1.1 Background of the study Mr. Ye Shengtao said, The purpose of teaching is that there is no need to teach. But for a long time, Senior High school teaching in China mostly takes educational form of the only book， and results”. Students have been status of p

25、assive recipients of knowledge, stifling the formation and development of the students5 independent sense of exploration and innovation capability, allowing students to become mere knowledge container. In 2001, the Ministry of National Education issued Basic Education Curriculum Reform Program (Tria

26、l), advocating students active participation in learning, cultivation of the abilities of collecting and processing information, to acquire new knowledge, and to analyze and solve problems.(Geng Wenxia,2008) The New English Curriculum Standard of China divides the aims of language skills into 9 leve

27、ls. Level 8, the level for the students graduating from high school, describes the aims of writing ability as follows: Students should: be able to write a coherent and well-organized passage, narrate something or express ones points of view and attitude towards something successfully, .be able to wr

28、ite a summary of the text, be able to conform the style of writing to the standard and make the sentence fluent, be able to write passage or report according to the information provided in the form of words or diagram. Obviously, what is required in the new curriculum has more weight on writing abil

29、ities rather than on writing knowledge. The goal of learning writing is therefore to convey information accurately, effectively, and appropriately. In language study, the four skills of listening, speaking, reading and writing are usually emphasized. Among them, in terms of the nature of the four sk

30、ills, listening and reading are regarded as receptive skills, while speaking and writing are said to be productive skills. Writing is especially hard for a language learner, for it is not simply memorizing the vocabulary, practicing the grammar exercises or understanding the meaning, but needs inter

31、nalizing what you have learned and then producing something new. It is a complex and recursive process weaving through stages of planning, sentence generating and reviewing, with each stage containing additional sentence patterns instead l of the whole organization of the compositions, or ways of de

32、veloping topics. Therefore, how to improve students writing skill through a very effective approach poses a big task on the teachers of English. However, English writing teaching is far from satisfaction. Of all the four skills, writing is the most difficult to develop, especially for senior high sc

33、hool students. The students regard writing as a headache and make it the last thing to be practiced. In their opinion, they cannot make much progress in writing even if they are asked to write once or twice a week, and writing a composition will cost them too much. As for the teachers, it is also ha

34、rd for them to correct the students5 compositions and give them timely feedback in a very large class. Without applying a proper approach to teaching, students can hardly improve their writing ability. Although many English teachers spend a lot of time and energy responding to students writing, it s

35、till seems that their hard work does not bring much effect. The writing has often been synonymous with the teaching of grammar or sentence structures. In fact, many educators claim that writing is not a solitary act; rather, it is the result of the interaction among people, contexts and texts. It is

36、 a social act. ( Herber H, Herber J,1993) Weaknesses of the traditional teaching methods are that they dont make the students become the subject of teaching. Students are often in a negative, passive and repressed state, and students, initiative enthusiasm cannot be fully activated, which is neither

37、 conductive to imparting knowledge, nor to the development of intelligence. Throughout human history, human progress and development of society and civilization construction are the results of the human collective wisdom. As for the rapid development of todays high-tech and knowledge explosion, the ability of a person, after all, is limited, needing collective strength and wisdom in learning, work, life to overcome difficulties, and achieve the purpose. The key and ultimate goal of the new curriculum reform is to improve the students comprehensive quality and the overall development of