建构主义论述指导下英语写作教学方式实证探讨

本研究以建构主义理论为框架,从理论和实证两方面对提高中国大学英语专业学生英语写作能力进行了较为系统的研究。作者首先拟定一个建构主义的教学模式,然后再把该模式应用于写作教学中,来验证该模式的适用性。练习实施阶段是将拟定的建构主义教学模式应用于实验组的学生,实证研究的中心问题是建构主义教学模式培训是否能提高学生的英语写作能力。对实验数据进行统计和分析后,作者得出结论:建构主义教学模式能够有效地提高大学生的英语写作水平,激发学生的学习动机和培养学习兴趣,从而有助于更好地进行英语写作。本研究为本科英语专业写作教学提供了一定的理论依据,同时为学生提高英语写作成绩提供了可鉴戒的方法。【关键词】：英语写作建构主义理论建构主义教学模式写作培训学习动机
【论文提纲】：内容提要4-5Synopsis5-13Introduction13-15ChapterOneLiteratureReview15-201.1PreviousStudiesoftheTraditionalMethodorTeachingCollegeEnglishWriting15-181.1.1Task-basedApproach15-161.1.2ProcessApproach16-171.1.roductApproach171.1.4Genre-basedApproach17-181.2PreviousStudiesoftheConstructivi-basedMethodsinTeachingWritingtoCollegeNon-EnglishMajors18-20ChapterTwoTheoreticalFrameworkandResearchMethodology20-252.1TheoreticalFoundation:Constructivi20-232.1.1JohnDewey’sTheoryofLearning20-212.1.2JeanPiaget’sTheoryofCognitiveDevelopment21-222.1.3LevVygotsky’sTheoryofSocialConstructivi222.1.4JeromeBruner’sConstructivistTheoryandDiscoveryLearning22-232.2ResearchMethodology23-252.2.1ResearchObjectives232.2.2ResearchSubjects23-242.2.3ResearchInstruments242.2.4ResearchProcedure24-25ChapterThreeAnEmpiricalStudyoftheConstructivi-basedModel25-443.1AHypotheticalConstructivi-basedModel25-303.1.1Prewriting-planning25-263.1.2Drafting263.1.3Self-Evaluation26-273.1.4PeerEvaluation27-283.1.5Teacher’sFeedback28-293.1.6Revising293.1.7ComparisonandContrast293.1.8FinalDraft29-303.1.9Summary303.2ExperimentalProcedure30-333.2.1Preparation313.2.2ClassTrainingActivities31-323.2.3QuestionnaireSurvey323.2.4Posttest32-333.2.5Interview333.3DataCollectionandDataAnalysis33-443.3.1DataCollection33-343.3.2DataAnalysis34-443.3.2.1AnalysisofDatafromQuestionnaires34-373.3.2.2AnalysisofScoringoftheWritingTasks37-423.3.2.3AnalysisoftheInterview42-44ChapterFourMajorFindingsandDiscussion44-474.1MajorFindingsoftheExperiment44-454.2Discussion45-47ChapterFiveImplicationsandLimitations47-505.1Implications47-485.1.1TheoreticalImplications475.1.2PedagogicalImplications47-485.2Limitations48-50Conclusion50-52References52-56Appendixes56-67Acknowledgements67-68导师及作者简介68