学科教学(英语)优秀教育硕士学位论文答辩PPT课件

,June2nd,2016,ByXXXSupervisedbyProfessorXXX,-,2,Contents,higherstandardisrequiredinthecurrentseniorschoolEnglishcurriculumreform,anewroundoftheNMETreformonSeptember,4th,2014,problemsinwritingfoundthroughteachingpracticeStotsky（1983）;Stein(1990);Grabe(2003);Hirvela(2004);etc.,thekeyanddirectionofthepresentstudywerepointedout,.LiteratureReview,2.3RelatedStudyofApplyingReading-to-WritetoTeachingatHomeBaiYinju(2009);ShengYiying(2005);LiuYe(2006);YangYonglin(2010);WangChuming(2012);ZhangJing(2014);GaoRuixue(2013);etc.,Theoreticalresearch,（1）Quantitativeresearch（2）conductedincollegesanduniversities,Innovativepointsofthisthesis:1.Qualitativeresearch,mainlyusecasestudy2.Analysisofcasesandformconclusions,ThisstudymainlyfollowsKrashensInputHypothesisandSwainsOutputHypothesis.ThispartmainlyfocusesonthevalueandsignificanceofKrashensInputHypothesisandSwainsOutputHypothesis,.TheoreticalFoundation,LanguageInput,LanguageOutput,Writing,Reading,Readingcanpromoteswritingandtheycanbeintegratedtogrther.,questions,subjects,methods,4.1ResearchMethodology,.ApplicationofReading-to-writeApproachtoClassroomTeaching,Studyquestions:,.ApplicationofReading-to-writeApproachtoClassroomTeaching,Q1:Whethertheapplicationofreading-to-writeapproachcaneffectivelyimproveseniorschoolstudentsEnglishwritingability?,Q3:Whateffectivestrategiesaresupposedtobeexpectedinapplyingreading-to-writeapproachtoseniorschoolEnglishwritingteaching?,Q2:Whataretheseniorschoolstudentsattitudestowardsreading-to-writeapproach?,Subjects:,.ApplicationofReading-to-writeApproachtoClassroomTeaching,Inthisstudy,60studentsfromClass12,SeniorTwoinTianshuiNo.1SeniorSchoolarechosenastheresearchsubjects,-,11,.ApplicationofReading-to-writeApproachtoClassroomTeaching,methods:,pre-questionnairefromteachers&students(32Ts/31valid,96.9%242Ss/231valid,95.5%)areinvestigatedbefore,post-questionnairefromsubjectsareinvestigatedattheendof.,Casestudy,Interview,4.2ProcedureofApplyingReading-to-writeApproachtoClassroomTeaching,.ApplicationofReading-to-writeApproachtoClassroomTeaching,Pre-writingReading:ComprehensibleInput,WritingbyGuidance:ComprehensibleOutput,Post-writingConsolidation,1,2,3,Thisisthecoreofthethesis.Fourcasesofapplyingdifferentreading-to-writestrategiesaredemonstrated:,4.3CaseDemonstrationonHowtoApplyReading-to-writeApproachtoClassroomTeaching,Case1,Case2,Case3,Case4,ShorteningwritingPEP,Book7,P2-3,ContinuingwritingPEP,Book8,P1-3,ImitatingwritingPEP,Book7,P43,ThemewritingPEP,Book8,P11-12,.ApplicationofReading-to-writeApproachtoClassroomTeaching,-,14,5.1AnalysisonQuestionnairesandInterviewsDescriptivestatisticsanalysis,5.2AnalysisonCases,.DataAnalysis,Figure5.1Statement3:Theapplicationofreading-to-writeapproachhaseffectivelyimprovedmyEnglishwritingability.,Figure5.2Statement4:IbelievethatIhavemadesignificantprogressinEnglishwriting.,Table5.2ThedataanalysesoftheresultsofthestatementsofNo.5,No.6,No.10andNo.11inthepost-questionnaire,-,15,Firstly,theapplicationofthereading-to-writeapproachcaneffectivelyandsignificantlyimproveseniorschoolstudentsEnglishwritingability,whichmainlyrevealsintheaspectsoflanguageaccuracy,logicandcoherenceofdiscoursestructure,andrichnessofcontent,andthusimprovethestudentscomprehensiveabilityinwriting.,.Conclusion,Secondly,thereading-to-writeapproachiswidelyacceptedbyseniorschoolstudents,whogenerallyholdthepositiveviewsonthereading-to-writeapproach.,Thirdly,withregardtowritingteaching,seniorschoolEnglishteacherscanapplytheappropriateteachingstrategies(i.e.shorteningwriting,continuingwriting,imitatingwritingandthemewriting)ofthereading-to-writeapproachtoimprovethestudentswritingability.,6.3SomeLimitations:thereadingmaterialsusedinthisstudyaremainlyfocusedonthetextsfromthes