論閱讀理解教學(xué)中學(xué)習(xí)者寫作能力的培養(yǎng)分析研究 教育教學(xué)專業(yè)

《論閱讀理解教學(xué)中學(xué)習(xí)者寫作能力的培養(yǎng)分析研究 教育教學(xué)專業(yè)》由會員分享，可在線閱讀，更多相關(guān)《論閱讀理解教學(xué)中學(xué)習(xí)者寫作能力的培養(yǎng)分析研究 教育教學(xué)專業(yè)（19頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

1、 Abstract The globalization of the economy makes the important position of English increasingly prominent. English, as one of the important information carriers, has become a common language for international information exchange. To use English to exchange information, you must have certain listen

2、ing, speaking, reading and writing basic skills. The form of communication, though varied, depends on the basic skills of listening, speaking, reading and writing. How to combine these four basic skills so that they can promote each other, is the main issues for current scholars and foreign language

3、 teachers to study. English reading and writing integrated teaching method is a new model, is a kind of teaching mode which can improve the ability of English reading and writing. This article will introduce Read and writing integrated teaching method ,from the theory and practice two levels. Combi

4、ned with the real lesson , this article analysis how to integrate reading and writing, and how reading promote writing effectively, to provide reference for the follow-up study on the teaching model. Finally, according to the advantages and disadvantages, give suggestions for the implementation of R

5、eading and writing integrated teaching method. Key words: Reading and writing integrated teaching method; teaching practice; task design 中文摘要 經(jīng)濟(jì)的全球化使得英語的重要地位日益顯著。英語作為重要的信息載體之一，已成為國際上信息交流的通用語言。要使用英語交流信息，就必須具備一定的聽、說、讀、寫的基本技能。交流信息的形式盡管多種多樣，但都要依賴于聽、說、讀、寫的基本技能。如何將這四種基本技能結(jié)合，讓它們彼此之

6、間能夠互相促進(jìn)，是當(dāng)前學(xué)者和外語教師們要研究的主要問題。 英語讀寫整合教學(xué)是一種新的模式，是一種有效提高英語讀寫能力的教學(xué)模式。本文將從理論和實(shí)踐兩個(gè)層面，介紹讀寫整合教學(xué)法，并結(jié)合真實(shí)課堂分析如何整合閱讀與寫作教學(xué)，分析如何以讀促寫，以期為后續(xù)關(guān)于該教學(xué)模式的研究提供參考依據(jù)和借鑒意義。最后，根據(jù)讀寫整合法實(shí)施的不足與優(yōu)勢，給出有效建議。 關(guān)鍵詞：讀寫整合教學(xué)法；教學(xué)實(shí)踐；任務(wù)設(shè)計(jì) Table of Contents Abstract i 中文摘要 ii Table of Contents iii 1. Introduct

7、ion 1 1.1 Research Background 1 1.2 Significance of the Study 1 1.3 Structure of the Present Study 2 2. Theoretical Backgrounds 2 2.1 Reading and writing integrated teaching method..................................... 2 2.2Advantages of Reading and writing integrated teaching method...

8、......... ..3 3. Research design 4 3.1 Research questions 4 3.2 Participants 5 3.3 Research method...........................................................................................5 4.The cultivation of learners' writing ability in teaching reading comprehension... 7

9、 4.1 The integration of reading and writing......................................................7 4.2 How reading promote writing effectively..................................................8 5.Suggestions for Reading and writing integrated Teaching method...........................9 6

10、. Conclusion 13 Bibliography 10 AppendixⅠ.......................................................................................................................12 ACKNOWLEDGEMENTS 16 1. Introduction 1.1 Research Background In the past, Chinese traditional teaching paid more attention to resu

11、lts of study, so most of the students get high marks through mechanical memorizing and a great quantity of exercises, which covered up problems in students’ learning and teachers’ teaching. Until nowadays, many English teachers of China in middle school are still giving their reading and writing l

12、essons in a rather traditional ways. The current junior high school English reading teaching, due to the traditional reading theory and the impact of English standardized test methods, there are the following questions:Ignore the dominant position of students;Teachers' teaching ideas are behind; T

13、eaching content and teaching mode are single and boring. The pattern of assessment is single. Students in junior high school are lack of long-term writing training. In order to cope with exam, teachers assault training before the test. This has had a very bad effect on improving students' writing s

14、kills. On the other hand,vocabulary deficiency is a common problem for children. This is a serious blow to the students' enthusiasm and interest. Lastly,the grammar mistakes are the big problem for students’ writing. In summary, the level of English writing in our students is generally low, mainly

15、due to the repetition of vocabulary and grammatical errors and analysis of essay evaluation. The teacher's assessment of the composition of the students only provides a score or grade, only comment for the common mistakes. The result is the individual students can not get feedback on their own essa

16、y, do not know their writing level in which stage. The teacher's evaluation plays a very limited role in the diagnosis and feedback.(羅曉杰，2015:3) Seeing from the above situations, it is quite necessary to understand the new demands and new tendency of English teaching in the modern world. Fitting fo

17、r this occasion，Reading and writing integrated teaching method as a new imported teaching attempt is advocated by the full-time compulsory education ordinary middle school English curriculum standards (short title of the standard) promulgated by China’s Ministry of Education. 1.2 Significance of t

18、he Study This paper emphasizes Reading and writing integrated teaching method as an advanced teaching idea, which is more appropriate for both teachers and students of China and can bring the classroom remarkable teaching effects. Secondly, this paper focuses on the advantages of applying Reading

19、 and writing integrated teaching method in English classroom of China, and suggestions for proper Reading and writing integrated teaching method, in hopes for providing some enlightenment to foreign language reading and writing. The purpose of this paper is to have a probe into the theory of Reading

20、 and writing integrated teaching method and to expound the application of Reading and writing integrated teaching method in English class in junior middle school in China. The author hopes the present research can help English teachers to understand Reading and writing integrated teaching method bet

21、ter so that they are able to design and implement reading and writing tasks of their own and make their teaching more successful and more effective. 1.3 Structure of the Present Study This paper is divided into five parts. Chapter one provides a brief overview, including the research background, t

22、he previous study and the significance of the present study. In chapter two the author lists some main literature reviews relating with this study, including the definitions of Reading and writing integrated teaching method. And the advantages of Reading and writing integrated teaching method are al

23、so proposed in the second chapter. In the third chapter, the author makes a research on Reading and writing integrated teaching method in a current English class of junior high school through a classroom observation. And the author shows and analyzes the study results briefly to prove that Reading a

24、nd writing integrated teaching method is available and more popular than other traditional approaches in the English classroom of China. Meanwhile, the author also finds out some problems exists in Reading and writing integrated teaching method. Then the fourth chapter is about some suggestions for

25、the problems. In the last chapter, the author draws a conclusion of the study and makes a brief comment of the paper. 2. Theoretical Backgrounds 2.1 Reading and writing integrated Teaching Method Here the author presents definitions of Reading and writing integrated Teaching Method put forward .

26、 Reading and writing integrated Teaching Method is a teaching method based on the article as the carrier, starting from the content of the article to design writing training which is related with the article.So it make the three of reading, writing ,thinking training into one. Through reading and w

27、riting training, it can develop students’ thinking and improve their ability. "Listening, speaking, reading and writing" four basic language skills are the necessary ability of English learners, reading teaching and writing teaching has always been the focus of language teaching. As early as 60 to

28、70 years in the 20th century, domestic and foreign linguists already made theoretical and empirical researches on the relevance of reading and writing. (王娟娥, 2012:61-65). And here briefly introduce the study on the Theory and Practice of Integrative Teaching of English Reading and Writing at Ho

29、me and Abroad. Carson(1990:24) believes that writing ability can be improved after a lot of reading, students’ writing ability is also strong who has strong reading ability, the importance of reading can not be ignored. Swain (1993:158-164) put forward the theory of language output hypothesis, la

30、nguage learners understand comprehensible input information through reading, and achieve an understandable output in writing. Tieney and Shanahan studied the relationship between reading and writing, and they assumed that reading and writing were based on the same or similar cognitive structure, an

31、d the results proved the rationality of the hypothesis.（牟金江,2010：103-107） In the 1990s, the study of English reading and writing teaching reached the golden age. Blanton(1992:1-24), a researcher of full language teaching theory, has created a new class teaching organization model. He set up two tea

32、ching links in teaching integrated reading and writing, asking students to write essays in conjunction with related questions in the text, and divide students into several groups, to discuss and record their own feelings after reading the article . In the late 1990s, China's teaching law expert Liu

33、 Shangfu lead foreign reading - discussion - writing comprehensive teaching method into the country. This comprehensive teaching method combines reading, discuss and writing these three links together. He suggests that the relationship between reading and writing is a mutually reinforcing relationsh

34、ip in his monograph English writing theory (1998). Writing is based on reading, writing materials and verbal expressions come from reading. His view fully illustrates the close connection between reading and writing.(劉上扶, 1998:57-58) Here is a typical, Three-section Seven-step Reading and writi

35、ng integrated Teaching Method. Reading and writing integrated teaching mode is based on the whole language communication teaching theory, critical reading theory and writing teaching model with heavy process, to construct teaching mode of writing ability development, "Three" refers to "read", "speak

36、" "write". Seven-step means " topic Import ", " anticipates before reading " , " speed reading ", " reading discussion ", " training before writing ", " writing the first draft " and " sketch evaluation" seven teaching steps.(羅曉杰,2015:24) 2.2 Advantages of Reading and writing integrated teaching me

37、thod Compared with other reading and writing teaching approaches, Reading and writing integrated teaching method is more in line with the new teaching idea and can help to realize the goal of course forwarded by new curriculum standard of China. Applying Reading and writing integrated teaching meth

38、od in the English classroom of junior middle schools has the following several advantages : ① Reading and writing integrated teaching method is conducive to solve the problem of the relationship between reading and writing. ② is conducive to optimize students’ study method; ③ is conducive to deve

39、lop students’ comprehensive quality in an all-around way; ④ is conducive to arouse students' learning motivation; ⑤ is conducive to the development of students' autonomous learning ability.; ⑥Reading and writing integrated teaching method combine English curriculum requirements with student ac

40、tual situation; ⑦ Reading and writing integrated teaching method combine reading teaching with writing teaching effectively. In addition, Reading and writing integrated teaching method will help teachers to improve their English teaching skills and research capabilities. On one hand, Reading a

41、nd writing integrated teaching method puts forwards higher demand for the teachers, and urges them to improve teaching design skills, organization and management skills, communication skills in their teaching practice. On the other hand,?teachers should undertake a study on Reading and writing integ

42、rated teaching method and get more accumulation of its theories, and their theoretical knowledge has significantly improved. In short, Reading and writing integrated teaching method is identical to the direction and requirement of foreign language courses reform in many aspects. Therefore, it is qu

43、ite necessary to bring in Reading and writing integrated teaching method. 3.Research design: A Research on Reading and writing integrated teaching method in junior school 3.1 Research questions Before the research starts, the author has already formed two tentative research questions: How to inte

44、grate reading and writing effectively?And how can reading promote writing in real lesson, with the application of Reading and writing integrated teaching method. The purpose of the research is to find answers to the conjectured answers can be confirmed or refuted by the evidence. The survey mainly

45、employs an observation log. 3.2 Participants 45 students are selected as the teaching objects in the research, who all come from class four, grade eight in The Twenty-first century Foreign Language School in Zhejiang Province. The English lessons of Class three are tutored by Wang Jianshe who is a

46、 secondary school teacher and has several years’ experience in English teaching. Most of students in Class eight have certain speaking, reading and writing skills. They are willing to communicate and cooperate with each other, and always have their own unique views, like to participate in activiti

47、es and love performance. In this class,they have a five-minutes free show before every lesson starts.In this activity,one student show something he prepared,maybe a beautiful article,a funny story,an embarrassed experience or some proverbs.This activity can help them train their verbal ability ,lin

48、guistic ability,framework organizational capability and stage presentation capability.So they have strong speaking, writing and performance skills.These skills help our research carry out smoothly. They show great interest in the video, novel, and interesting teaching content. Besides,like most tee

49、ns, they mostly have certain basic knowledge and capacity for computer and online search to get the useful information. However, there are still a small part of students with poorer English foundation, and they are relatively inactive and like to keep silent during English classes.They may have poor

50、er speaking, reading and writing skills. 3.3 Research method: The class observation The research was conducted for nearly 5 weeks, from September 20th, 2017 to October 30th, 2017. Before the research, the observed teacher mostly adopted the traditional reading and writing teaching methods.During

51、the research process, the teacher adopted Reading and writing integrated teaching method for English classroom teaching, and the author randomly selects and records a period of class to verify the proposed hypothesis. The classroom observation focuses on the teacher how to organize and carry out the

52、 activities to promote writing with reading. Compared with other traditional teaching approaches, Reading and writing integrated teaching method is more available for both teachers and students because through free talk or video/music time,it can make the classroom atmosphere more active,develop no

53、t only students’ communicative competence but also their practical linguistic competence, and stimulate their interest in studying English.Reading and writing integrated teaching method combine English curriculum requirements with student actual situation,and then combine reading teaching with writi

54、ng teaching effectively.Thus, reading teaching and writing teaching complement each other to jointly promote the overall ability of junior middle school students. The data collection method was a substantial classroom observation log under Reading and writing integrated teaching method . The author

55、 recorded a period of reading class to test the availability and effectiveness and get some feedback of Reading and writing integrated teaching method. The period of English class was not specifically chosen, but observed at random, generating a thorough and objective data. The observation mainly f

56、ocused on how the teacher in hopes of carrying out the tasks designed before the class and if reading activities have an effective impact on writing activities and how. The teaching design not only considers the completion of the language learning and application teaching task, but also plays a sub

57、tle role in the healthy growth of the students, and realizes the three-dimensional teaching goal advocated by the new curriculum.(陳勇，2010:50-55) In this study，the newly edited textbook for Grade 8 published by Foreign Language Teaching and Research Press is used as the main teaching material,and th

58、e teaching content of the reading and writing class is Unit2 I was trying to pick it up when it bit me again in Module8 Accidents . The center topic of the class is about accidents, and the text mainly describes a cooker Henry was bit by a snake,describes the beginning ,development and the result of

59、 Henry’s accident. A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a

60、number of ways. (王薔，2006:5) This teaching design(see to Appendix 1) is designed according to Reading and writing integrated teaching method,to study how to integrate reading and writing effectively and if reading activities have an effective impact on writing activities and how. 4. The culti

61、vation of learners' writing ability in teaching reading comprehension Reading and writing are two important links in high school English teaching. Reading is the main way of English learners' information input. Writing is an important form of information output. It is the embodiment of English lear

62、ner's comprehensive ability. Reading and writing is closely related. Nowadays, because of the high demand , full content of the new textbook and the actual level of students themselves, teachers always separate reading teaching and writing teaching, resulting in teaching effectiveness is not high an

63、d the learning effect is not significant. English teachers must change this situation, integrate reading teaching and writing teaching effectively, and make full use of reading to promote writing. 4.1 The integration of reading and writing In daily teaching design, teachers should fully tap the c

64、ombination of "reading" and "writing" in teaching materials, and combine purposely reading teaching and writing teaching together.Willis (1996) thinks that tasks are always activities where the target language is used by the learners for a communicative purpose in order to achieve an outcome. Accord

65、ing to the characteristics of the unit teaching materials, teacher should carefully selected, designed teaching tasks and activities for a good combination of reading and writing. So that students can get an effective reference to the object and the basis of creation, timely and effectively to imita

66、te and creatively write for training.Activities are supposed to be designed from shallow to deep, from easy to difficult. This kind of reading is helpful for the improvement of students' writing level, fully playing a imitated role of reading and reference. Through “Fill in the blank”, “make sentences” , abbreviation, imitation to creative writing, teacher gradually train students’ ability of learning and creation. In this class, the teacher design retell the story and imitative writing after r