学科教学(英语)优秀教育硕士学位论文答辩PPT

5.2 Analysis on Cases
Analysis on Case of Continuing Writing
Analysis on Case of Imitating Writing
Analysis on Case of Theme Writing
Ⅵ. Conclusion
Major Findings of the Study
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. （1）Quantitative research （2）conducted in colleges and universities
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contents of writing and reading are supposed to remain relatively consistent. • the teachers can integrate some comprehensible, interesting and relevant reading materials with the students’ textbook. Fourthly, the teachers should encourage the students to read
论 文 题 目
中文
“以读促写”在高中英语写作教学中的应用研究
英文
An Applied Study of Reading-to-Write Approach to Senior School English Writing Teaching By XXX Supervised by Professor XXX June 2nd , 2016
methods:
Questionnaire
pre-questionnaire from teachers & students (32 Ts / 31 valid, 96.9% 242 Ss /231 valid, 95.5%) are investigated before…… post-questionnaire from subjects are investigated at the end of ... four specific cases are demonstrated to show how the process of reading-to-write approach is conducted step by step.
4.2 Procedure of Applying Reading-to-write Approach to Classroom Teaching
1
2 3
Pre-writing Reading: Comprehensible Input
Writing by Guidance: Comprehensible Output
2.2 Related Study of Applying Reading-to-Write to Teaching Abroad Widdowson (1978) ; Stotsky（1983）; Stein (1990); Grabe (2003); Hirvela (2004) ; etc. Theoretical research
PEP, Book 7, P2-3 PEP, Book 8, P1-3
Imitating writing
Theme writing
PEP, Book 7, P43
PEP, Book 8, P11-12
Ⅴ. Data Analysis
5.1 Analysis on Questionnaires and Interviews
Post-writing Consolidation
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
4.3 Case Demonstration on How to Apply Reading-to-write Approach to Classroom Teaching
This is the core of the thesis. Four cases of applying different reading-to-write strategies are demonstrated:
Case 1 Case 2 Case 3 Case 4
Shortening writing Continuing writing
Descriptive statistics analysis
Numbe r No.5 No.6 No.10 No.11 A 40.00% 43.33% 33.33% 31.67% B 48.33% 50.00% 53.33% 51.67% Items C 6.67% 5.00% 13.33% 10.00% D 5.00% 1.67% 0.00% 6.67% E 0.00% 0.00% 0.00% 0.00%
Contents
Application of Reading-towrite Approach to Classroom Teaching
Ⅰ
Introduction
Ⅳ
Ⅱ
Literature Review
Ⅴ
Data Analysis
Ⅲ
Theoretical Foundation
Ⅵ
Conclusion
English teachers’ teaching.
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.
4.1 Research Methodology
questions
subjects
methods

Study questions:
Q1:Whether the application of reading-to-write approach can effectively improve senior school students’ English writing ability? 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?
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more both in class and out of class.
Ⅰ. Introduction
1.1 Background of the Study
is aimed at improving
senior school students’
writing through more
reading input and guided
classroom
activities.
Implications of the Study
• the teaching of reading and writing are supposed to be
1
integrated together, not in a reading-writing-separated way.
• with regard to the application of reading-to-write approach, the

Subjects:
In this study, 60 students from Class 12, Senior Two in Tianshui No.1 Senior School are chosen as the research subjects
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
practice
1) improve the current reading-writing-separated way of teaching in senior school. 2) provide the actual operation of reading-towrite approach for the majority of senior school
Figure 5.1 Statement 3: The application of reading-to-write approach has effectively improved my English writing ability.
Figure 5.2 Statement 4: I believe that I have made significant progress in English writing.
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
Case study
Interview
Interview at the end of the school term, some interviews are conducted with some of the subjects
Ⅳ. Application of Reading-to-write Approach to Classroom Teaching
Innovative points of this thesis : 1. Qualitative research, mainly use case study 2. Analysis of cases and form conclusions
the key and direction of the present study were pointed out
Reading Writing
Language Input
Language Output
Reading can promotes writing and they can be integrated togrther.
Ⅳ. Apห้องสมุดไป่ตู้lication of Reading-to-write Approach to Classroom Teaching
Table 5.2 The data analyses of the results of the statements of No.5, No.6, No.10 and No.11 in the post-questionnaire
Analysis on Case of Shortening Writing