学科教学-英语-优秀教育硕士学位论文答辩课件

June2nd,2016

ByXXXSupervisedbyProfessor

XXX论文题目中文“以读促写”在高中英语写作教学中的应用研究英文AnAppliedStudyofReading-to-WriteApproachtoSeniorSchoolEnglishWritingTeachingJune2nd,2016论文题目中文“以读促写”在高中1ContentsⅠIntroductionⅡLiteratureReviewⅢTheoreticalFoundationⅣApplicationofReading-to-writeApproachtoClassroomTeachingⅤDataAnalysisⅥConclusionContentsⅠIntroductionⅡLiteratu2higherstandardisrequiredinthecurrentseniorschoolEnglishcurriculumreformanewroundoftheNMETreformonSeptember,4th,2014problemsinwritingfoundthroughteachingpractice&classroomobservationⅠ.Introduction1.1BackgroundoftheStudyhigherstandardisrequiredin3soastoisaimedatimprovingseniorschoolstudents’writingthroughmorereadinginputandguidedclassroompracticeactivities.1)improvethecurrentreading-writing-separatedwayofteachinginseniorschool.2)providetheactualoperationofreading-to-writeapproachforthemajorityofseniorschoolEnglishteachers’teaching.

1.2PurposeandSignificanceoftheStudysoastoisaimedatimproving4Ⅱ.LiteratureReview2.1DefinitionofReading-to-writeApproachThispaperagreeswiththedefinitiongivenbyWangFangfang:Thatis,“reading-to-write”referstoataskguidedbytheteacherthatrequiresstudentstowriteacompositionorashortpassagebasedonthereadingtextsprovidedbythetextbookandothermaterials.Ⅱ.LiteratureReview2.1Definit52.2RelatedStudyofApplyingReading-to-WritetoTeachingAbroad

Widdowson(1978);Stotsky（1983）;Stein(1990);Grabe(2003);Hirvela(2004);etc.

thekeyanddirectionofthepresentstudywerepointedoutⅡ.LiteratureReview2.3RelatedStudyofApplyingReading-to-WritetoTeachingatHomeBaiYinju(2009);ShengYiying(2005);LiuYe(2006);YangYonglin(2010);WangChuming(2012);ZhangJing(2014);GaoRuixue(2013);etc.Theoreticalresearch（1）Quantitativeresearch（2）conductedincollegesanduniversitiesInnovativepointsofthisthesis:1.Qualitativeresearch,mainlyusecasestudy2.Analysisofcasesandformconclusions2.2RelatedStudyofApplying6ThisstudymainlyfollowsKrashen’sInputHypothesisandSwain’sOutputHypothesis.ThispartmainlyfocusesonthevalueandsignificanceofKrashen’sInputHypothesisandSwain’sOutputHypothesisⅢ.TheoreticalFoundationLanguageInputLanguageOutputWritingReadingReadingcanpromoteswritingandtheycanbeintegratedtogrther.Thisstudymainlyfollows7questionssubjectsmethods4.1ResearchMethodologyⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingquestionssubjectsmethods4.1Re8

Studyquestions:

Ⅳ.ApplicationofReading-to-writeApproach

toClassroomTeachingQ1:Whethertheapplicationofreading-to-writeapproachcaneffectivelyimproveseniorschoolstudents’Englishwritingability?Q3:Whateffectivestrategiesaresupposedtobeexpectedinapplyingreading-to-writeapproachtoseniorschoolEnglishwritingteaching?Q2:Whataretheseniorschoolstudents’attitudestowardsreading-to-writeapproach?Studyquestions:Ⅳ.Applicatio9Subjects:Ⅳ.ApplicationofReading-to-writeApproach

toClassroomTeachingInthisstudy,60studentsfromClass12,SeniorTwoinTianshuiNo.1SeniorSchoolarechosenastheresearchsubjectsSubjects:Ⅳ.ApplicationofRea10Ⅳ.ApplicationofReading-to-writeApproachtoClassroomTeachingmethods:

pre-questionnairefromteachers&students(32Ts/31valid,96.9%242Ss/231valid,95.5%)areinvestigatedbefore……post-questionnairefromsubjectsareinvestigatedattheendof...CasestudyInterviewⅣ.ApplicationofReading-to-w114.2ProcedureofApplyingReading-to-writeApproachtoClassroomTeachingⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingPre-writingReading:ComprehensibleInputWritingbyGuidance:ComprehensibleOutput

Post-writingConsolidation1234.2ProcedureofApplyingRea12Thisisthecoreofthethesis.Fourcasesofapplyingdifferentreading-to-writestrategiesaredemonstrated:4.3CaseDemonstrationonHowtoApplyReading-to-writeApproachtoClassroomTeachingCase1Case2Case3Case4ShorteningwritingPEP,Book7,P2-3ContinuingwritingPEP,Book8,P1-3ImitatingwritingPEP,Book7,P43ThemewritingPEP,Book8,P11-12Ⅳ.ApplicationofReading-to-writeApproachtoClassroomTeachingThisisthecoreofthethesis135.1AnalysisonQuestionnairesandInterviewsDescriptivestatisticsanalysis5.2AnalysisonCasesⅤ.DataAnalysisFigure5.1Statement3:Theapplicationofreading-to-writeapproachhaseffectivelyimprovedmyEnglishwritingability.Figure5.2Statement4:IbelievethatIhavemadesignificantprogressinEnglishwriting.NumberItemsABCDENo.540.00%48.33%6.67%5.00%0.00%No.643.33%50.00%5.00%1.67%0.00%No.1033.33%53.33%13.33%0.00%0.00%No.1131.67%51.67%10.00%6.67%0.00%Table5.2ThedataanalysesoftheresultsofthestatementsofNo.5,No.6,No.10andNo.11inthepost-questionnaireAnalysisonCaseofShorteningWriting1AnalysisonCaseofContinuingWriting2AnalysisonCaseofThemeWriting4AnalysisonCaseofImitatingWriting35.1AnalysisonQuestionnaires14Firstly,theapplicationofthereading-to-writeapproachcaneffectivelyandsignificantlyimproveseniorschoolstudents’Englishwritingability,whichmainlyrevealsintheaspectsoflanguageaccuracy,logicandcoherenceofdiscoursestructure,andrichnessofcontent,andthusimprovethestudents’comprehensiveabilityinwriting.Ⅵ.ConclusionSecondly,thereading-to-writeapproachiswidelyacceptedbyseniorschoolstudents,whogenerallyholdthepositiveviewsonthereading-to-writeapproach.Thirdly,withregardtowritingteaching,seniorschoolEnglishteacherscanapplytheappropriateteachingstrategies(i.e.shorteningwriting,continuingwriting,imitatingwritingandthemewriting)ofthereading-to-writeapproachtoimprovethestudents’writingability.MajorFindingsoftheStudy6.1Firstly,theapplicationofth15

ImplicationsoftheStudy6.26.3SomeLimitations:thereadingmaterialsusedinthisstudyaremainlyfocusedonthetextsfromthestudents’textbook,andotherreadingmaterialsarealmostnotused.Furtherstudiesshouldmakefulluseofallkindsofreadingmaterialsbesidesthestudents’textbook,suchasEnglishnewspapers,andthelike.ImplicationsoftheStudy6.16ThankYou!ThankYou!17June2nd,2016

ByXXXSupervisedbyProfessor

XXX论文题目中文“以读促写”在高中英语写作教学中的应用研究英文AnAppliedStudyofReading-to-WriteApproachtoSeniorSchoolEnglishWritingTeachingJune2nd,2016论文题目中文“以读促写”在高中18ContentsⅠIntroductionⅡLiteratureReviewⅢTheoreticalFoundationⅣApplicationofReading-to-writeApproachtoClassroomTeachingⅤDataAnalysisⅥConclusionContentsⅠIntroductionⅡLiteratu19higherstandardisrequiredinthecurrentseniorschoolEnglishcurriculumreformanewroundoftheNMETreformonSeptember,4th,2014problemsinwritingfoundthroughteachingpractice&classroomobservationⅠ.Introduction1.1BackgroundoftheStudyhigherstandardisrequiredin20soastoisaimedatimprovingseniorschoolstudents’writingthroughmorereadinginputandguidedclassroompracticeactivities.1)improvethecurrentreading-writing-separatedwayofteachinginseniorschool.2)providetheactualoperationofreading-to-writeapproachforthemajorityofseniorschoolEnglishteachers’teaching.

1.2PurposeandSignificanceoftheStudysoastoisaimedatimproving21Ⅱ.LiteratureReview2.1DefinitionofReading-to-writeApproachThispaperagreeswiththedefinitiongivenbyWangFangfang:Thatis,“reading-to-write”referstoataskguidedbytheteacherthatrequiresstudentstowriteacompositionorashortpassagebasedonthereadingtextsprovidedbythetextbookandothermaterials.Ⅱ.LiteratureReview2.1Definit222.2RelatedStudyofApplyingReading-to-WritetoTeachingAbroad

Widdowson(1978);Stotsky（1983）;Stein(1990);Grabe(2003);Hirvela(2004);etc.

thekeyanddirectionofthepresentstudywerepointedoutⅡ.LiteratureReview2.3RelatedStudyofApplyingReading-to-WritetoTeachingatHomeBaiYinju(2009);ShengYiying(2005);LiuYe(2006);YangYonglin(2010);WangChuming(2012);ZhangJing(2014);GaoRuixue(2013);etc.Theoreticalresearch（1）Quantitativeresearch（2）conductedincollegesanduniversitiesInnovativepointsofthisthesis:1.Qualitativeresearch,mainlyusecasestudy2.Analysisofcasesandformconclusions2.2RelatedStudyofApplying23ThisstudymainlyfollowsKrashen’sInputHypothesisandSwain’sOutputHypothesis.ThispartmainlyfocusesonthevalueandsignificanceofKrashen’sInputHypothesisandSwain’sOutputHypothesisⅢ.TheoreticalFoundationLanguageInputLanguageOutputWritingReadingReadingcanpromoteswritingandtheycanbeintegratedtogrther.Thisstudymainlyfollows24questionssubjectsmethods4.1ResearchMethodologyⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingquestionssubjectsmethods4.1Re25

Studyquestions:

Ⅳ.ApplicationofReading-to-writeApproach

toClassroomTeachingQ1:Whethertheapplicationofreading-to-writeapproachcaneffectivelyimproveseniorschoolstudents’Englishwritingability?Q3:Whateffectivestrategiesaresupposedtobeexpectedinapplyingreading-to-writeapproachtoseniorschoolEnglishwritingteaching?Q2:Whataretheseniorschoolstudents’attitudestowardsreading-to-writeapproach?Studyquestions:Ⅳ.Applicatio26Subjects:Ⅳ.ApplicationofReading-to-writeApproach

toClassroomTeachingInthisstudy,60studentsfromClass12,SeniorTwoinTianshuiNo.1SeniorSchoolarechosenastheresearchsubjectsSubjects:Ⅳ.ApplicationofRea27Ⅳ.ApplicationofReading-to-writeApproachtoClassroomTeachingmethods:

pre-questionnairefromteachers&students(32Ts/31valid,96.9%242Ss/231valid,95.5%)areinvestigatedbefore……post-questionnairefromsubjectsareinvestigatedattheendof...CasestudyInterviewⅣ.ApplicationofReading-to-w284.2ProcedureofApplyingReading-to-writeApproachtoClassroomTeachingⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingPre-writingReading:ComprehensibleInputWritingbyGuidance:ComprehensibleOutput

Post-writingConsolidation1234.2ProcedureofApplyingRea29Thisisthecoreofthethesis.Fourcasesofapplyingdifferentreading-to-writestrategiesaredemonstrated:4.3CaseDemonstrationonHowtoApplyReading-to-writeApproachtoClassroomTeachingCase1Case2Case3Case4ShorteningwritingPEP,Book7,P2-3ContinuingwritingPEP,Book8,P1-3ImitatingwritingPEP,Book7,P43ThemewritingPEP,Book8,P11-12Ⅳ.ApplicationofReading-to-writeApproachtoClassroomTeachingThisisthecoreofthethesis305.1AnalysisonQuestionnairesandInterviewsDescriptivestatisticsanalysis5.2AnalysisonCasesⅤ.DataAnalysisFigure5.1Statement3:Theapplicationofreading-to-writeapproachhaseffectivelyimprovedmyEnglishwritingability.Figure5.2Statement4:IbelievethatIhavemadesignificantprogressinEnglishwriting.NumberItemsABCDENo.540.00%48.33%6.67%5.00%0.00%No.643.33%50.00%5.00%1.67%0.00%No.1033.33%53.33%13.33%0.00%0.00%No.1131.67%51.67%10.00%6.67%0.00%Table5.2ThedataanalysesoftheresultsofthestatementsofNo.5,No.6,No.10andNo.11inthepost-questionnaireAnalysisonCaseofShorteningWriting1AnalysisonCaseofContinuingWriting2AnalysisonCaseofThemeWriting4Analysiso