写作提纲论文提纲

关键词： 写作能力

论文题目：思维导图在高中英语读写结合教学中的应用研究

摘要：读写结合教学是一种将阅读和写作进行有机结合,从而迅速提高学生写作能力的教学活动,已被证明是一种对提升学生英语写作能力有积极作用的一种教学方式。然而受到传统的读写教学观念的影响和钳制,阅读与写作没有得到理想的结合。思维导图作为一种帮助学生处理信息并使其思维过程可视化的工具为阅读与写作的结合提供了新的方式。通过思维导图的运用,可以把读写结合这一过程可视化、简单化,有助于学生思维的扩展和深入,明确知识之间的联系。本研究以输入假说和输出假说以及图式理论、建构主义理论为基础,将思维导图与“读写结合”教学模式相结合。本研究将围绕下述两个问题进行研究:问题1:思维导图在高中英语读写结合教学中的应用能否对学生的英语写作策略的使用有积极影响?问题2:思维导图在高中英语读写结合教学中的应用能否提高学生的英语写作成绩?基于研究问题,本研究抽取某高中高一两个平行班作为实验班和控制班,共80名学生为研究对象,本研究从2020年9月进行到2020年12月,实验时长总共持续四个月。在为期16周的实验中,实验班采用基于思维导图的读写结合教学模式;在控制班进行传统的英语读写教学模式,在读写教学过程中不进行任何有意识的思维导图的训练。实验采用了调查问卷、测试以及访谈为研究工具,采用定量和定性相结合的研究方法,来检验思维导图在高中英语读写结合教学中的可行性和有效性。研究结果发现:思维导图在高中英语读写结合教学中的应用,能有效提高学生列写作提纲等写作策略的使用意识、能力或使用频率,进而证明思维导图在读写结合教学中的应用能对学生的英语写作策略的使用有积极的影响;同时,该教学模式也有利于学生英语写作成绩的提高,进而证明思维导图在高中英语读写结合教学中的应用有利于高中学生英语写作水平的提高。

关键词：思维导图;高中英语;读写结合;写作策略;写作成绩

学科专业：教育硕士（专业学位）

Abstract

摘要

Chapter One Introduction

1.1 Background of the Study

1.2 Research Purpose and Significance

1.3 Framework of the Thesis

Chapter Two Literature Review

2.1 Mind Mapping

2.1.1 Definition of Mind Mapping

2.1.2 Principles and Characteristics of Mind Mapping

2.1.3 Process of Mind Mapping

2.2 Reading-Writing Combined Teaching

2.2.1 Definition of Reading-Writing Combined Teaching

2.2.2 The Characteristic of Reading-Writing Combined Teaching Model

2.3 Theoretical Foundation

2.3.1 Input Hypothesis and Output Hypothesis

2.3.2 Constructivism Theory

2.3.3 Schema Theory

2.4 Related Research at Home and Abroad

2.4.1 Previous Research on Mind Mapping at Home and Abroad

2.4.2 Previous Research on Reading-Writing Combined Teaching at Home and Abroad

2.5 Reading-Writing Combined Teaching Based on Mind Mapping

Chapter Three Research Methodology

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1Questionaires

3.3.2 Texts

3.3.3 Interviews

3.4 Research Procedures

3.4.1 Pre-experiment Stage

3.4.2 Experimental Stage

3.4.3 Post-experiment Stage

3.5 The Application of Mind Mapping in English Reading-Writing Combined Teaching

3.5.1 Teaching Materials

3.5.2The Teaching Procedure in Experimental Class

3.5.3 The Teaching Procedure in Control Class

3.6 Data Collection

Chapter Four Results and Discussion

4.1 Results and Discussion of the Questionnaires

4.1.1 Comparison of the Results of EC and CC in the pre-questionnaire

4.1.2 Comparison of the Results of EC and CC in the Post-questionnaire

4.1.3 Analysis and Discussion of Pre-questionnaire and Post-questionnaire in EC

4.2 Results and Analysis of Writing Tests

4.2.1 Results and Analysis of the Pre-test in EC and CC

4.2.2 Results and Analysis of the Post-test in EC and CC

4.2.3 Analysis and Discussion of Pre-test and Post-test in EC

4.3 Results and Discussion of Interviews

Chapter Five Conclusion

5.1 Major Findings

5.2 Pedagogical Implications

5.3 Limitations and Suggestions for Future Research

References

Appendix Ⅰ Questionnaire on Writing Strategies(Cinese version)

Appendix Ⅱ Questionnaire on Writing Strategies(English version)

Appendix Ⅲ The scores of EC and CC in the Pre-test and Post-test

Appendix Ⅳ Scoring Criteria for English Writing

Appendix Ⅴ Composition Text Topic

Appendix Ⅵ Questions for interview(Chinese Version)

Appendix Ⅶ Teaching Material

Acknowledgements

The list of the research papers published by author