新的英语写作教学模式构建写作素材图式提高写作教学效益的研究英文文献Word格式.docx

新的英语写作教学模式构建写作素材图式提高写作教学效益的研究英文文献Word格式.docx

《新的英语写作教学模式构建写作素材图式提高写作教学效益的研究英文文献Word格式.docx》由会员分享，可在线阅读，更多相关《新的英语写作教学模式构建写作素材图式提高写作教学效益的研究英文文献Word格式.docx（75页珍藏版）》请在冰豆网上搜索。

Thethirdpartistheresearchmethodology,whichmainlystatesthesubjects,theinstruments,andtheproceduresoftheresearch,mainlyabouttheconstructionofEnglishwritingmaterialschemataandtheactivation,application,consolidatinganddevelopmentofschematainthethree-stageEnglishwritingteachinginseniorhighschool.

Thefourthpartisthemainanalysisofthedatacollectedafterexperiment.Theresultofanalysisofthedatashowsthattheconstructionofwritingmaterialschemataandtheapplicationofschematheoryinseniorhighschoolcanreallyenhancethewritingteachingeffectiveness.

Thefifthpartisasummaryofthisthesis,theconstructionoftheEnglishwritingmaterialschemataandapplicationofschematheoryinEnglishwritinginseniormiddleschoolcanimproveEnglishteachingefficiency,atthesametimeexpounditslimitationsandgiveproposalsoffurtherstudies.

Keywords:

NewEnglishCurriculumStandardsSchemaTheoryWritingMaterialSchemataAnewModelofTeachingEnglishWriting

摘要：

认知心理学中的图式理论被广泛应用英语阅读理解、英语听力理解的研究中，也有为数不多的学者将图式理论应用在英语写作教学中，但大都是从激活、运用背景知识的角度入手的,因此本文从另外一个角度即如何运用图式理论构建语言图式、题材图式和文章体裁图式等写作素材图式从而提高高中英语写作教学效益的研究。

本文作者尝试将图式理论应用于高三英语写作教学中，首先通过对学生的问卷调查，得出影响学生英语写作的因素在于缺少写作素材图式。

经过一学期的高三英语写作教学，旨在通过运用图式理论、对实验组采用互动的教学方式,在日常英语教学中帮助学生构建写作素材图式，然后在写前、写中、写后即英语三阶段写作教学中结合听、说、读、写、译去激活、应用、巩固和发展图式来解决学生写作中的空档现象。

进而验证运用图式理论构建写作素材图式能有效扩大词汇量，提高学生谴词造句能力和段落、语篇写作能力，能提高学生对各种题材、体裁文章的写作能力，从而形成能提高学生写作能力和教师写作教学效益的英语写作教学新模式。

本论文由五部分组成:

第一部分总论本研究的目的、重要性、研究假设和论文结构安排。

在新课程标准理念下分析高中英语写作教学的重要性和在高考中重要地位，分析高中英语写作教学现状，学生在英语写作方面存在的主要问题。

在此基础上，本文试图运用图式理论构建写作素材图式来提高写作教学效益。

第二部分文献综述:

图式理论与建构主义学习理论,主要阐述图式的概念、形式和特征,回顾图式理论在国内外研究情况及在写作方面的研究成果。

第三部分为本研究的核心部分详细阐述了研究方法,包括研究对象、研究工具及其英语写作素材图式的构建，即英语语言图式、内容图式和形式图式的构建和如何运用图式理论在英语三阶段写作教学中去激活、应用、巩固和发展图式知识。

第四部分是实验结束后的数据分析。

从而证明通过构建写作素材图式、应用图式理论指导目前高中英语写作教学确能提高写作教学效益。

第五部分对本文进行了总结，得出运用图式理论构建写作素材图式能提高高中英语写作教学效益并阐述了其局限性和进一步研究的建议。

关健词:

新课程标准图式理论写作素材图式英语写作教学新模式Contents

Chapter1Introduction1

1.1SignificanceofThisStudy1

1.2EnglishWritingTeachingRequirementsinSeniorMiddleSchool2

1.2.1WritingRequirementsinNewEnglishCurriculumStandardsinUseforFull-timeSeniorMiddleSchool2

1.2.2WritingSectioninNationalMatriculationEnglishTest（NMET）3

1.3Hypothesis:

AdoptingtheSchemaTheoryinWriting4

1.4StructureoftheThesis4

Chapter2LiteratureReview6

2.1SchemaTheory6

2.1.1TheDefinitionofSchemata6

2.1.2FormsofSchemata7

2.1.3CharacteristicsofSchemata8

2.1.4PreviousResearchonSchemaTheory10

2.2ConstructivistTheoryofLearning14

2.2.1ConceptofKnowledge14

2.2.2ConceptofLearning15

2.2.3RolesPlayedbyTeachersandStudentsintheTheory15

Chapter3ResearchMethodology17

3.1Subjects17

3.2Instruments17

3.3Procedures18

3.3.1ConstructingEnglishWritingMaterialSchematabyApplyingSchemaTheory18

3.3.2TheApplicationofSchemaTheorytotheThree-stageEnglishWritingTeaching42

3.3.3AnEnglishWritingClassbyApplyingSchemaTheorytotheThree-stageEnglishWritingTeaching49

Chapter4ResultsandDiscussion57

4.1DataCollection57

4.1.1ResultsofPre-researchQuestionnaires574.1.2ResultsofPre-test58

4.1.3ResultsofEnglishModelTestII,IVandV60

4.1.4ComparisionofPre-testandPost-test62

4.1.5ResultsofPost-researchQuestionnairesandIndividualInterviews64

4.2DiscussiononHypotheses65

Chapter5Conclusion67

5.1MainFindings67

5.2SuggestionsforFurtherStudies68

Bibliography69

Appendix73

攻读学位期间的研究成果86ListofFiguresandTables

Figures

Figure1.1BandRequirementsofNewEnglishCurriculumStandards…………….3

Figure2.1Thestructureofschema………………………………………………..9

Figure3.1:

SchemataoftheBasicSentencePatterns……………………........…23

Figure3.2ConstructingRelatedSchemataofChristmas…………………….….41

Figure3.3ActivatingSchematathroughtheFlowChart…………………….43

Figure3.4ActivatingaRelatedSchematabyFillingtheChartI…………………44

Figure3.5ActivatingaRelatedSchematabyFillingtheChartII……..………45

Figure3.6ActivatingaRelatedSchematabyFillingtheChartIII………..……46

Figure3.7TheFlowingChartofEnglishWriting…………………………...……49

Tables

Table2.1Therequirementsofeachbandforstudents…………………...…………3

Table3.1TheInformationofTwoClasses………………………………..………17

Table3.2TheCohesionandCoherenceSchemataofVocabulary……………….22

Table3.3ActivatingaRelatedSchematabyFillingtheTable…………………….45

Table4.1ThestatisticsoftheFinalEnglishExaminationinseniortwo………59

Table4.2Thestatisticsofcompositioninsecondsemesterin

seniortwo（writingpart:

30points）……..……………...........................59

Table4.3Thestatisticsofoverallresultsofthepretest（Thefullmarksofthepre-testis30points）…………………………………………………..59

Table4.4Thestatisticsofscoredistributionofpre-test…….…………………….59

Table4.5Thestatisticsoftheofadvancedvocabulary,logicandtransitionalexpressions,textualmarkers,complicatedgrammaticalstructureinthethreetestsofthetwoclasses…….…..……………………………...61

Table4.6DetailedInformationonScoreDistributionofEachTest……………61

Table4.7Thestatisticsofoverallresultsoftheposttest……………………….62

Table4.8Thestatisticsofadvancedvocabulary,non-predicateverbs,clauses,varioussentencesandlogicandtransitionalexpressionsintheposttest....………………………………………………………..….63

Table4.9ErrorsFrequencyofPostTest…………………………………….…….63

Table4.10DetailedInformationonScoreDistributionofPre-testandPost-test……………………………………………………………63

Table4.11:

ThestatisticsofPostresearchQuestionnaire………………..64

Chapter1Introduction

1.1SignificanceofThisStudy

EnglishwritingisoneofthebasicskillsinEnglishteaching,andthenecessarylinkintheteachingofforeignlanguage.Andithaslongbeenknownthatthewrittenmediumplaysanequallyimportantroleincommunicationtothespokenform.LearningEnglishwellwillgivestudentsanenormousadvantageinlife.ItmayleadtobetterresultsinCollegeEntranceExaminationandeventobetterjobsinthefuture.Writinghasbeenbornintheneedofcommunication,withahistoryofaboutover6,000years,writingisoneofthemostimportantmethodsbywhichpeoplemayexploretheirthoughts,writingcansendmessagesandcommunicatethoughtsandfeelingswithothers.Writingcanhelpdevelopone’smindandstimulateone’sthinking.

Therefore,developingstudents’writingskillshasbecomeoneofthemajortasksforteachersofEnglishinChina.Ithasbeenprovedinthepracticeofteachingthatitisnotonlynecessary,butalsopossibletotrainstudents’writingabilitystepbystep.Becauseoftheimportanceofwriting,theeducationaladministrationandexpertsinchargeofdesigningtheNationalSyllabusoftheMiddleSchoolEnglishCoursealwaysgiveprominencetothewritingskills.TheNationalSyllabuspointsout:

atthehighschoolstage,dueattentionisstillpaidtotraininginlisteningandspeakingskillsandatthesametime,moreemphasisisputoncultivatingtheabilitytoreadandwrite.So,inordertomeettherequirementsofthesyllabus,since1986guidedwritingtestsintheEnglishcoursehavebeenincludedintheCEEwiththepurposeofcheckingthestudents'

writingcompetence.Furthermore,thepercentageofthescoresassignedtotheguidedwritingitemshasbeenincreasedgradually.Thistendencysuggeststhatmorestresshasbeenplacedonthetrainingofthestudents’writingskills.Thisthesisisbasicallydesignedtoexploreateachingmethodology,aneffectivewayofteachingschematheoryintowritingclassinhighschoolsinChina.Itattemptstoshowthatsche