学科教学(英语)优秀教育硕士学位论文答辩PPT
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论 中文 文 题 目 英文
“以读促写”在高中英语写作教学中的应用研究
An Applied Study of Reading-to-Write Approach to Senior School English Writing Teaching
By XXX Supervised by Professor
2. Analysis of cases and form conclusions
the key and direction of the present study were pointed out
Ⅲ. Theoretical Foundation
This study mainly follows Krashen’s Input Hypothesis and Swain’s Output Hypothesis. This part mainly focuses on the value and significance of Krashen’s Input Hypothesis and Swain’s Output Hypothesis
（1）Quantitative research
Theoretical research
（2）conducted in colleges
Innovative points of this thesis :
and universities
1. Qualitative research, mainly use case study
Ⅱ. Literature Review
2.2 Related Study of Applying Reading-to-Write to Teaching Abroad
Widdowson (1978) ; Stotsky（1983）;
Stein (1990); Grabe (2003); Hirvela (2004) ; etc.
2.3 Related Study of Applying Reading-to-Write to Teaching at Home Bai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ; Yang Yonglin(2010) ;Wang Chuming (2012) ;Zhang Jing(2014);Gao Ruixue(2013); etc.
Biblioteka Baidu
Ⅵ Conclusion
A
2
Ⅰ. Introduction 1.1 Background of the Study
1.2 Purpose and Significance of the Study
is aimed at improving
senior school students’
writing through more
4.1 Research Methodology
questions
subjects
methods
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
➢ Study questions:
Q1:Whether the application of reading-to-write approach can effectively improve senior school students’ English writing ability?
Reading
Language Input
Writing
Language Output
Reading can promotes writing and they can be integrated togrther.
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
write approach for the majority of senior school
English teachers’ teaching.
A
4
Ⅱ. Literature Review
Definition of Reading-to-write Approach
This paper agrees with the definition given by Wang Fangfang: That is, “reading-to-write” refers to a task guided by the teacher that requires students to write a composition or a short passage based on the reading texts provided by the textbook and other materials.
reading input and guided
classroom
practice
activities.
1) improve the current reading-writing-separated
way of teaching in senior school.
2) provide the actual operation of reading-to-
XXX
June 2nd , 2016
Contents
Ⅰ Introduction Ⅱ Literature Review
Application of Reading-to-
Ⅳ
write Approach
to Classroom Teaching
Ⅴ Data Analysis
Ⅲ Theoretical Foundation
Q2:What are the senior school students’ attitudes towards reading-to-write approach?
Q3:What effective strategies are supposed to be expected in applying reading-to-write approach to senior school English writing teaching?
“以读促写”在高中英语写作教学中的应用研究
An Applied Study of Reading-to-Write Approach to Senior School English Writing Teaching
By XXX Supervised by Professor
2. Analysis of cases and form conclusions
the key and direction of the present study were pointed out
Ⅲ. Theoretical Foundation
This study mainly follows Krashen’s Input Hypothesis and Swain’s Output Hypothesis. This part mainly focuses on the value and significance of Krashen’s Input Hypothesis and Swain’s Output Hypothesis
（1）Quantitative research
Theoretical research
（2）conducted in colleges
Innovative points of this thesis :
and universities
1. Qualitative research, mainly use case study
Ⅱ. Literature Review
2.2 Related Study of Applying Reading-to-Write to Teaching Abroad
Widdowson (1978) ; Stotsky（1983）;
Stein (1990); Grabe (2003); Hirvela (2004) ; etc.
2.3 Related Study of Applying Reading-to-Write to Teaching at Home Bai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ; Yang Yonglin(2010) ;Wang Chuming (2012) ;Zhang Jing(2014);Gao Ruixue(2013); etc.
Biblioteka Baidu
Ⅵ Conclusion
A
2
Ⅰ. Introduction 1.1 Background of the Study
1.2 Purpose and Significance of the Study
is aimed at improving
senior school students’
writing through more
4.1 Research Methodology
questions
subjects
methods
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
➢ Study questions:
Q1:Whether the application of reading-to-write approach can effectively improve senior school students’ English writing ability?
Reading
Language Input
Writing
Language Output
Reading can promotes writing and they can be integrated togrther.
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
write approach for the majority of senior school
English teachers’ teaching.
A
4
Ⅱ. Literature Review
Definition of Reading-to-write Approach
This paper agrees with the definition given by Wang Fangfang: That is, “reading-to-write” refers to a task guided by the teacher that requires students to write a composition or a short passage based on the reading texts provided by the textbook and other materials.
reading input and guided
classroom
practice
activities.
1) improve the current reading-writing-separated
way of teaching in senior school.
2) provide the actual operation of reading-to-
XXX
June 2nd , 2016
Contents
Ⅰ Introduction Ⅱ Literature Review
Application of Reading-to-
Ⅳ
write Approach
to Classroom Teaching
Ⅴ Data Analysis
Ⅲ Theoretical Foundation
Q2:What are the senior school students’ attitudes towards reading-to-write approach?
Q3:What effective strategies are supposed to be expected in applying reading-to-write approach to senior school English writing teaching?