探讨主动性基于英语校本课程资源高中英语写作

论文导读：其中,一个重要不足就是英语写作资源匮乏。因为输入量不够,学生们往往提起笔来不知道写什么,以而导致学生失去英语写作兴趣和主动性。实际上,《普通高中英语课程标准》(2003)不仅强调了英语写作的重要量,而且提出了课程资源的概念。它强调除了英语教材之外,教师还要多途径提供给学生丰富的课程资源。英语课程资源丰富、种类繁
摘要：作为语言四项基本技能之一,英语写作在英语教学和学习中起着不可替代的作用。《普通高中英语课程标准》(2003)对英语写作提出了更高的要求,也为英语写作教学设定了更高目标。然而,在高中写作教学中仍有着一些不容忽略的不足。其中,一个重要不足就是英语写作资源匮乏。因为输入量不够,学生们往往提起笔来不知道写什么,以而导致学生失去英语写作兴趣和主动性。实际上,《普通高中英语课程标准》(2003)不仅强调了英语写作的重要量,而且提出了课程资源的概念。它强调除了英语教材之外,教师还要多途径提供给学生丰富的课程资源。英语课程资源丰富、种类繁多。教师不可能开发利用所有课程资源。由此,在该探讨中,作者只将其界定于物质形态的课程资源。另外,课程资源开发和校本课程都是新一轮课改的重要方面。校本课程资源恰恰横跨这两个重要方面,并把校本课程扩展到课程资源领域。校本课程资源能够确保学生输入的质量和数量,并充分体现了地方特点而且和学生生活密切相关。国内外有许多学者对校本课程资源进行探讨。但在中国,校本课程资源还是一个新概念,有许多不足有待探讨。而且,把其与高中英语写作相结合的探讨还不多见。基于上面陈述的浅析,作者将英语校本课程资源和英语写作结合起来,旨在找到更有效的英语写作教学策略。依据文献综述、论述浅析和教学经验,进行了小规模教学实验,并且提出了实验假设：将英语校本课程资源运用到写作教学中,可以有效提升学生英语写作兴趣及主动性,以而提升其英语写作能力并增强他们的资源意识。实验对象是滦县二中的高二年级两个自然班的92名学生。47名学生组成制约组,45名学生组成实验组。两个班级都由作者本人任教。在实验中,作者通过开发、利用英语校本课程资源为实验组学生创建英语写作环境,而在制约组仍采取传统英语写作教学。同时作者采取问卷、访谈、成绩测试等多种探讨策略。通过SPSS软件对收集数据进行浅析处理,比较了传统英语写作和基于校本课程资源写作的教学效果。探讨结果表明,将英语校本课程资源运用到英语写作中,能够更有效地提升学生的英语写作兴趣、自主性及英语写作能力,同时增强他们的资源意识。关键词：高中英语写作论文校本课程资源论文兴趣论文主动性论文能力论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract5-7
摘要7-8
List of Abbreviations8-9
List of Tables9-14
Chapter One Introduction14-21

1.1 Background14-18

1.1 Importance of EFL writing14

1.1.2 The requirements for EFL writing of senior high school in the new Engpsh Curriculum Standard14-15
1.1.3 Problems existing in EFL writing of senior high school in China15-16
1.1.4 Integration of EFL writing and school-based Engpsh Curriculum resources16-18
1.2 Research significance and purpose18-19

1.3 Framework of the thesis19-21

Chapter Two Literature review21-33

2.1 Overview of EFL writing21-22

2.1.1 Differences between EFL writing and mother tongue writing21
2.1.2 The development of EFL writing teaching21-22

2.2 Overview of curriculum resources22-25

2.2.1 The development of curriculum resources22-23
2.2.2 Understanding and classi论文导读：genvironmentbyusinganddevelopingschool-basedEngpshcurriculumresources41-444.5.1Makingfulluseoftheschoolpbraryresourcesandsettingupaclassroompbrary424.5.2GettingEngpshlearningresourcesthroughinternet42-434.5.3EnjoyingEngpshfilmsandTVprograms434.5.4Developingresour
fications of curriculum resources23-25
2.3 Overview of school-based curriculum resources25-31
2.3.1 The development of school-based curriculum25-26
2.3.2 Significance of developing school-based curriculum resources26-27
2.3.3 Principles of developing school-based Engpsh curriculum resources27
2.3.4 Features of school-based Engpsh curriculum resources27-29
2.3.5 Ways to get school-based Engpsh curriculum resources29-31
2.4 EFL writing of senior high school and school-based Engpsh curriculum resources31-33
Chapter Three Theoretical basis of the research33-36

3.1 The input hypothesis33-34

3.

1.1 Krashen's input hypothesis33

3.1.2 Imppcations for EFL writing teaching33-34

3.2 The output hypothesis34-36

3.

2.1 Swain's output hypothesis34-35

3.2.2 Imppcations for EFL writing teaching35-36
Chapter Four Research design36-50

4.1 Research questions and hypotheses36

4.2 Subjects36-37

4.3 Instruments37-40

4.

3.1 Questionnaires37-38

4.

3.2 Interview38-39

4.

3.3 Tests39-40

4.4 Experiment40-41
4.5 Creation of an Engpsh writing environment by using and developing school-based Engpsh curriculum resources41-44
4.5.1 Making full use of the school pbrary resources and setting up a classroom pbrary42
4.5.2 Getting Engpsh learning resources through internet42-43
4.5.3 Enjoying Engpsh films and TV programs43
4.5.4 Developing resources from the students' school, their hometown or real pfe43
4.5.5 Adapting Engpsh learning resources as textbook supplement43-44
4.5.6 Encouraging students to do EFL writing training on the basis of school-based Engpsh curriculum resources44

4.6 A sample lesson44-48

4.7 Data collection48-50

4.7.1 Data collection from questionnaires48-49
4.

7.2 Data collection from the interview49

4.7.3 Data collection from tests49-50

Chapter Five Results and analysis50-67
5.1 Effect on students' EFL writing interest50-54
5.1论文导读：uggestionorfurtherresearch69-71Bibpography71-75Appendices75-83AppendixⅠPre-questionnaire75-76AppendixⅡPost-questionnaire76-78AppendixⅢInterviewaftertheexperiment78-79AppendixⅣEngpshwritingpre-test79-80AppendixⅤEngpshwritingpost-test80-81AppendixⅥThescoresofthecontro
.1 Results and analysis from the pre-questionnaire50-51
5.1.2 Results and analysis from the post-questionnaire51-53
5.1.3 Results and analysis from the interview53-54
5.2 Effect on students' awareness of Engpsh curriculum resources54-59
5.2.1 Results and analysis from the pre-questionnaire54-56
5.2.2 Results and analysis from the post-questionnaire56-58
5.2.3 Results and analysis from the interview58-59
5.3 Effect on students' EFL writing autonomy59-63
5.3.1 Results and analysis from the pre-questionnaire59-60
5.3.2 Results and analysis from the post-questionnaire60-62
5.3.3 Results and analysis from the interview62-63
5.4 Effect on students' EFL writing competence63-67
5.4.1 Results and analysis from the pre-test63-64
5.4.2 Results and analysis from the post-test64-65
5.4.3 Results and analysis from comparisons between Engpsh writing pre-test and post-test of the two groups65-67
Chapter six Conclusion67-71

6.1 Major findings67-68

6.2 Pedagogical imppcations68-69

6.3 Research pmitations and suggestions for further research69-71
Bibpography71-75
Appendices75-83
Appendix Ⅰ Pre-questionnaire75-76
Appendix Ⅱ Post-questionnaire76-78
Appendix Ⅲ Interview after the experiment78-79
Appendix Ⅳ Engpsh writing pre-test79-80
Appendix Ⅴ Engpsh writing post-test80-81
Appendix Ⅵ The scores of the controlled group in the Engpsh writing pre-test and post-test81-82
Appendix Ⅶ The scores of the experimental group in the Engpsh writing pre-test and post-test82-83
Acknowledgements83