学科教学(英语)优秀教育硕士学位论文答辩PPT

June2nd,2016ByXXXSupervisedbyProfessorXXX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-WriteApproachtoSeniorSchoolEnglishWritingTeachingContentsⅠIntroductionⅡLiteratureReviewⅢTheoreticalFoundationⅣApplicationofReading-to-writeApproachtoClassroomTeachingⅤDataAnalysisⅥConclusionⅠ.Introduction1.1BackgroundoftheStudyisaimedatimprovingseniorschoolstudents’writingthroughmorereadinginputandguidedclassroompracticeactivities.1)improvethecurrentreading-writing-separatedwayofteachinginseniorschool.2)providetheactualoperationofreading-to-writeapproachforthemajorityofseniorschoolEnglishteachers’teaching.DefinitionofReading-to-writeApproachThispaperagreeswiththedefinitiongivenbyWangFangfang:Thatis,“reading-to-write”referstoataskguidedbytheteacherthatrequiresstudentstowriteacompositionorashortpassagebasedonthereadingtextsprovidedbythetextbookandothermaterials.2.2RelatedStudyofApplyingReading-to-WritetoTeachingAbroadWiddowson(1978);Stotsky（1983）;Stein(1990);Grabe(2003);Hirvela(2004);etc.thekeyanddirectionofthepresentstudywerepointedout2.3RelatedStudyofApplyingReading-to-WritetoTeachingatHomeBaiYinju(2009);ShengYiying(2005);LiuYe(2006);YangYonglin(2010);WangChuming(2012);ZhangJing(2014);GaoRuixue(2013);etc.Theoreticalresearch（1）Quantitativeresearch（2）conductedincollegesanduniversitiesInnovativepointsofthisthesis:1.Qualitativeresearch,mainlyusecasestudy2.AnalysisofcasesandformconclusionsThisstudymainlyfollowsKrashen’sInputHypothesisandSwain’sOutputHypothesis.ThispartmainlyfocusesonthevalueandsignificanceofKrashen’sInputHypothesisandSwain’sOutputHypothesisLanguageInputLanguageOutputWritingReadingReadingcanpromoteswritingandtheycanbeintegratedtogrther.questionssubjectsmethods4.1ResearchMethodologyⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingStudyquestions:Q1:Whethertheapplicationofreading-to-writeapproachcaneffectivelyimproveseniorschoolstudents’Englishwritingability?Q3:Whateffectivestrategiesaresupposedtobeexpectedinapplyingreading-to-writeapproachtoseniorschoolEnglishwritingteaching?Q2:Whataretheseniorschoolstudents’attitudestowardsreading-to-writeapproach?Subjects:Inthisstudy,60studentsfromClass12,SeniorTwoinTianshuiNo.1SeniorSchoolarechosenastheresearchsubjectsQuestionnaireInterviewfourspecificcasesaredemonstratedtoshowhowtheprocessofreading-to-writeapproachisconductedstepbystep.attheendoftheschoolterm,someinterviewsareconductedwithsomeofthesubjectsⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingmethods:pre-questionnairefromteachers&students(32Ts/31valid,96.9%242Ss/231valid,95.5%)areinvestigatedbefore……post-questionnairefromsubjectsareinvestigatedattheendof...CasestudyInterview4.2ProcedureofApplyingReading-to-writeApproachtoClassroomTeachingⅣ.ApplicationofReading-to-writeApproachtoClassroomTeachingPre-writingReading:ComprehensibleInputWritingbyGuidance:ComprehensibleOutputPost-writingConsolidation123Thisisthecoreofthethesis.Fourcasesofapplyingdifferentreading-to-writestrategiesaredemonstrated:4.3CaseDemonstrationonHowtoApplyReading-to-writeApproachtoClassroomTeachingCase1Case2Case3Case4ShorteningwritingPEP,Book7,P2-3ContinuingwritingPEP,Book8,P1-3ImitatingwritingPEP,Book7,P43ThemewritingPEP,Book8,P11-12Ⅳ.ApplicationofReading-to-writeApproachtoClassroomTeaching5.1AnalysisonQuestionnairesandInterviewsDescriptivestatisticsanalysis5.2AnalysisonCasesⅤ.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-questionnaireAnalysisonCaseofShorteningWritingAnalysisonCaseofContinuingWritingAnalysisonCaseofThemeWritingAnalysisonCaseofImitatingWritingⅥ.ConclusionMajorFindingsoftheStudy1•theteachingofreadingandwritingaresupposedtobeintegratedtogether,notinareading-writing-separatedway.2•withregardtotheapplicationofreading-to-writeapproach,thecontentsofwritingandreadingaresupposedtoremainrelativelyconsistent.3•theteacherscanintegratesomecomprehensible,interestingandrelevantreadingmaterialswiththestudents’textbook.Fourthly,theteachersshouldencouragethestudentstoreadmorebothinclassandoutofclass.ImplicationsoftheStudy6.3SomeLimitations:thereadingmaterialsusedinthisstudyaremainlyfocusedonthetextsfromthestudents’textbook,andotherreadingmaterialsarealmostnotused.Furtherstudiesshouldmakefulluseofallkindsofreadingmaterialsbesidesthestudents’textbook,suchasEnglishnewspapers,andthelike.