过程—结果教学法在高中英语写作教学中的应用
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摘要
写作作为语言交际的四大基本技能之一,可以有效地促进语言知识的内化,培养学生运用语言的能力,能够比较客观地反映学生综合运用语言的能力。
随着高中新课程标准对写作能力的要求越来越高,高考英语试卷中书面表达部分的比重和难度逐渐增大,书面表达能力的训练也被提高到了较重要的地位。然而,我国高中生的英语写作水平却不容乐观,写作往往是学生失分最多的项目,对教师而言,繁重的教学任务使得他们很难有精力对目前的这种“耗时低效”的现象做出改变。所以,我们有必要就如何提高中学英语写作教学效率进行探索。
为了改变高中英语写作教学现状,激发学生的写作兴趣,提高学生写作能力,笔者通过分析国外流行的过程教学法和我国传统的结果教学法,探索性地将两种教学方法结合起来,取长补短,运用于高中英语写作教学中,尝试解决以下三个问题:
1.过程—结果教学法能否激发学生写作积极性和提高学生写作自信心?
2.过程—结果教学法能否使学生的写作能力在内容和语言方面得到有效提高?
3.实验班的学生能否在受时间限制的写作环境中也比控制班学生做得更好?
为此,笔者在广东省汕头市潮阳实验学校从所带的两个班中随机抽取一个班为实验班,另一个为对照班进行教学实验。在实验班用过程—结果教学法,在对照班运用结果教学法进行教学。进行教学实验前,笔者收集了学生的中考英语成绩作为前测,并对学生进行了写作现状、态度和动机等方面情况的问卷调查,然后又以学生期中、期末考试书面表达成绩作为中测和后测成绩,实验结束后再次对学生进行了写作现状、态度和动机等方面情况的问卷调查,最后对所收集的资料进行分析。
研究数据表明,实验班学生写作信心明显增强,写作兴趣明显提高,学生的写作能力和综合运用语言的能力都有了很大的提高。因此,笔者认为过程—结果教学法是改善高中英语写作教学和提高高中生英语写作能力的有效方法。
Writing, as one of the four language skills for communication, can help students master the language effectively. It can also reflect the students' ability of using language objectively.
As "New Curriculum Standard" has put new requirements on students' writing, it plays a more and more important part in the English teaching. However, writing remains to be the item that students find most difficult. As for the teachers, they also complain the heavy workload of correcting students' writing papers, which conversely prevents them making any change of the present low-efficiency phenomenon. So it's quite necessary for us to make some explorations on how to teach English writing effectively.
In order to improve the students' writing abilities and arouse their interest in writing, this paper puts forward that the product-process approach should be applied to the writing teaching practice, which combines the strengths of process-oriented approach and product-oriented approach. This dissertation tries to deal with the following three questions:
1. Can the process-product approach motivate the students to write more actively and have more confidence in writing?
2. Can students writing competence, both in form and in content, be improved through the process-product approach?
3. Can the students still write better in a timed composition?
The researcher carried out the study in a senior middle school in Guangdong Province. Two classes of Senior One students with the same English proficiencies were randomly chosen as the experimental class and control class. The study lasted five months with the experimental class taught with the product-process approach while the control class product approach. The following instruments are used in this study: two questionnaires before and after the experiment to find the students' attitudes and interest in writing; the two compositions in the mid-term and final examination as the measures of their performance. The researcher collected some relevant data and analyzed them, using both qualitative and quantitative methods.
The results of the research show that the students in the experimental class have not only changed their attitudes to English writing, but also gained greater confidence and improved their interest in it. The new approach is helpful to the students in improving their writing ability and the ability of using language as well. So the process-product approach is an effective way of improving English writing teaching and the students' writing ability.
随着高中新课程标准对写作能力的要求越来越高,高考英语试卷中书面表达部分的比重和难度逐渐增大,书面表达能力的训练也被提高到了较重要的地位。然而,我国高中生的英语写作水平却不容乐观,写作往往是学生失分最多的项目,对教师而言,繁重的教学任务使得他们很难有精力对目前的这种“耗时低效”的现象做出改变。所以,我们有必要就如何提高中学英语写作教学效率进行探索。
为了改变高中英语写作教学现状,激发学生的写作兴趣,提高学生写作能力,笔者通过分析国外流行的过程教学法和我国传统的结果教学法,探索性地将两种教学方法结合起来,取长补短,运用于高中英语写作教学中,尝试解决以下三个问题:
1.过程—结果教学法能否激发学生写作积极性和提高学生写作自信心?
2.过程—结果教学法能否使学生的写作能力在内容和语言方面得到有效提高?
3.实验班的学生能否在受时间限制的写作环境中也比控制班学生做得更好?
为此,笔者在广东省汕头市潮阳实验学校从所带的两个班中随机抽取一个班为实验班,另一个为对照班进行教学实验。在实验班用过程—结果教学法,在对照班运用结果教学法进行教学。进行教学实验前,笔者收集了学生的中考英语成绩作为前测,并对学生进行了写作现状、态度和动机等方面情况的问卷调查,然后又以学生期中、期末考试书面表达成绩作为中测和后测成绩,实验结束后再次对学生进行了写作现状、态度和动机等方面情况的问卷调查,最后对所收集的资料进行分析。
研究数据表明,实验班学生写作信心明显增强,写作兴趣明显提高,学生的写作能力和综合运用语言的能力都有了很大的提高。因此,笔者认为过程—结果教学法是改善高中英语写作教学和提高高中生英语写作能力的有效方法。
Writing, as one of the four language skills for communication, can help students master the language effectively. It can also reflect the students' ability of using language objectively.
As "New Curriculum Standard" has put new requirements on students' writing, it plays a more and more important part in the English teaching. However, writing remains to be the item that students find most difficult. As for the teachers, they also complain the heavy workload of correcting students' writing papers, which conversely prevents them making any change of the present low-efficiency phenomenon. So it's quite necessary for us to make some explorations on how to teach English writing effectively.
In order to improve the students' writing abilities and arouse their interest in writing, this paper puts forward that the product-process approach should be applied to the writing teaching practice, which combines the strengths of process-oriented approach and product-oriented approach. This dissertation tries to deal with the following three questions:
1. Can the process-product approach motivate the students to write more actively and have more confidence in writing?
2. Can students writing competence, both in form and in content, be improved through the process-product approach?
3. Can the students still write better in a timed composition?
The researcher carried out the study in a senior middle school in Guangdong Province. Two classes of Senior One students with the same English proficiencies were randomly chosen as the experimental class and control class. The study lasted five months with the experimental class taught with the product-process approach while the control class product approach. The following instruments are used in this study: two questionnaires before and after the experiment to find the students' attitudes and interest in writing; the two compositions in the mid-term and final examination as the measures of their performance. The researcher collected some relevant data and analyzed them, using both qualitative and quantitative methods.
The results of the research show that the students in the experimental class have not only changed their attitudes to English writing, but also gained greater confidence and improved their interest in it. The new approach is helpful to the students in improving their writing ability and the ability of using language as well. So the process-product approach is an effective way of improving English writing teaching and the students' writing ability.
引文
Flower,L.& Hayes.J.R.1981.Plans that guide the composition process[A].In C.H.Frederiksen & J.F.Dominic(eds.).Writing:The Nature,Development,and Teaching of Written Communication[C].Hillsdale,NJ:Erlbaum,1981(2).
Keh,C.L.A design for a process approach writing course[J].English Teaching Forum,1990,(1):10-12.
Krashen,S.D.Writing:Research,Theory and Application[M].Oxford:Pergamon Institute of English,1984.
Nunan,D.Language Teaching Methodology[M].New York:Prentice Hall,1991.
Tribble,C.Writing[M].Oxford:Oxford University Press,1996.
Zamel,V.Teaching composition in the ESL classroom:What we can learn from research in the teaching[J].TESOL Quarterly,1976(10):67-76.
陈玉凤.提高大学英语写作的有效方法[J].长春光学精密机械学院学报,2002,(3):38-41.
邓鹂鸣,刘红等.过程写作法的系统研究及其对大学英语写作教学改革的启示[J].外语教学,2003,(11):58-62.
邓鹂鸣,刘红等.过程写作法在大学英语写作实验教学中的运用[J].外语教学,2004,(11):69-72.
韩金龙.英语写作教学:过程体裁教学法[J].外语界,2001,(4):35-40.
何济生,王家云.“过程习作法”简介[J].国外外语教学,1996,(4):35-37.
胡春洞,王才仁.英语写作论[M].南宁:广西教育出版社,1998.
胡轶.过程写作法在高中英语写作课堂上的应用[D].华中师范大学,2006.
胡郑辉.英语学习策略[M].厦门:厦门大学出版社,2006,(7).
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
黄源深.好的作文是“写”出来的[J].外语界,2006,(5):13-16.
黄子成.中学英语教学建模[M].南宁:广西教育出版社,2003.
李憬.过程写作法在中专英语写作教学中的应用研究[D].华东师范大学,2005.
李森.改进英语写作教学的重要举措:过程教学法[J].外语界,2000,(1):19-23.
罗瑜,李红.“结果法”真的过时了吗[J].西安外国语学院学报,2003,(6):22-24.
罗瑜.“结果法”在大学英语写作中的实用性[J].重庆大学学报,2002,(9):97-99.
缪梅青.谈高中英语作文的批改方法[J].中小学外语教与学,2006,(4):30-33.
苏杭,杨磊.结果教学法与过程教学法[J].北京第二外国语大学学报,2001,(2):99-102.
孙勉志.汉语环境与英语学习[M].上海:上海外语教育出版社,2001.
陶小威.如何使高中学生英语作文更具文采[J].中小学英语教学与研究,2006,(10):33-38.
王初明.影响外语学习的两大因素与外语教学[J].外语界,2001,(6):8-12.
王郡辉.大学英语写作新旧教学法的优势互补[J].教学研究,2006,(9):9-11.
王晓军.“成果教学法”与“过程教学法”在写作教学中的综合应用[J].固原师专学报,2000,(1):68-70.
魏晓玲.“过程习作法”在高中英语课堂教学中的应用与研究[D].华东师范大学,2006.
吴红云.二语写作元认知理论的实证研究[M].北京:外语教学与研究出版社,2006.
吴锦,张在新.英语写作教学新探——论写前阶段的可行性[J].外语教学与研究,2000,(3):213-218.
肖礼全.英语教学方法论[M].北京:外语教学与研究出版社,2006.
于飞,张慧芬.写作教学中的“成果教学法”、“过程教学法”和“内容教学法”浅析[J].外语界,1996,(3):38-40.
余苏,连燕华.成果—过程教学法在大学英语写作教学中的应用研究[J].集美大学学报,2006,(9):71-74.
俞木兰.过程教学法在高中英语写作教学中的应用[D].华东师范大学,2006.
张德禄,苗兴伟,李学宁.功能语言学与外语教学[M].北京:外语教学与研究出版社,2005.
张吉生,周平.英语写作教学中“结果法”与“过程法”的对比研究[J].外语与外语教学,2002,(9):19-22.
中华人民共和国教育部.普通高中英语课程标准(实验)北京:人民教育出版社,2003.
Keh,C.L.A design for a process approach writing course[J].English Teaching Forum,1990,(1):10-12.
Krashen,S.D.Writing:Research,Theory and Application[M].Oxford:Pergamon Institute of English,1984.
Nunan,D.Language Teaching Methodology[M].New York:Prentice Hall,1991.
Tribble,C.Writing[M].Oxford:Oxford University Press,1996.
Zamel,V.Teaching composition in the ESL classroom:What we can learn from research in the teaching[J].TESOL Quarterly,1976(10):67-76.
陈玉凤.提高大学英语写作的有效方法[J].长春光学精密机械学院学报,2002,(3):38-41.
邓鹂鸣,刘红等.过程写作法的系统研究及其对大学英语写作教学改革的启示[J].外语教学,2003,(11):58-62.
邓鹂鸣,刘红等.过程写作法在大学英语写作实验教学中的运用[J].外语教学,2004,(11):69-72.
韩金龙.英语写作教学:过程体裁教学法[J].外语界,2001,(4):35-40.
何济生,王家云.“过程习作法”简介[J].国外外语教学,1996,(4):35-37.
胡春洞,王才仁.英语写作论[M].南宁:广西教育出版社,1998.
胡轶.过程写作法在高中英语写作课堂上的应用[D].华中师范大学,2006.
胡郑辉.英语学习策略[M].厦门:厦门大学出版社,2006,(7).
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
黄源深.好的作文是“写”出来的[J].外语界,2006,(5):13-16.
黄子成.中学英语教学建模[M].南宁:广西教育出版社,2003.
李憬.过程写作法在中专英语写作教学中的应用研究[D].华东师范大学,2005.
李森.改进英语写作教学的重要举措:过程教学法[J].外语界,2000,(1):19-23.
罗瑜,李红.“结果法”真的过时了吗[J].西安外国语学院学报,2003,(6):22-24.
罗瑜.“结果法”在大学英语写作中的实用性[J].重庆大学学报,2002,(9):97-99.
缪梅青.谈高中英语作文的批改方法[J].中小学外语教与学,2006,(4):30-33.
苏杭,杨磊.结果教学法与过程教学法[J].北京第二外国语大学学报,2001,(2):99-102.
孙勉志.汉语环境与英语学习[M].上海:上海外语教育出版社,2001.
陶小威.如何使高中学生英语作文更具文采[J].中小学英语教学与研究,2006,(10):33-38.
王初明.影响外语学习的两大因素与外语教学[J].外语界,2001,(6):8-12.
王郡辉.大学英语写作新旧教学法的优势互补[J].教学研究,2006,(9):9-11.
王晓军.“成果教学法”与“过程教学法”在写作教学中的综合应用[J].固原师专学报,2000,(1):68-70.
魏晓玲.“过程习作法”在高中英语课堂教学中的应用与研究[D].华东师范大学,2006.
吴红云.二语写作元认知理论的实证研究[M].北京:外语教学与研究出版社,2006.
吴锦,张在新.英语写作教学新探——论写前阶段的可行性[J].外语教学与研究,2000,(3):213-218.
肖礼全.英语教学方法论[M].北京:外语教学与研究出版社,2006.
于飞,张慧芬.写作教学中的“成果教学法”、“过程教学法”和“内容教学法”浅析[J].外语界,1996,(3):38-40.
余苏,连燕华.成果—过程教学法在大学英语写作教学中的应用研究[J].集美大学学报,2006,(9):71-74.
俞木兰.过程教学法在高中英语写作教学中的应用[D].华东师范大学,2006.
张德禄,苗兴伟,李学宁.功能语言学与外语教学[M].北京:外语教学与研究出版社,2005.
张吉生,周平.英语写作教学中“结果法”与“过程法”的对比研究[J].外语与外语教学,2002,(9):19-22.
中华人民共和国教育部.普通高中英语课程标准(实验)北京:人民教育出版社,2003.