發(fā)布時(shí)間：2018-03-28 21:31

  本文選題：模因論　切入點(diǎn)：英語教學(xué)　出處：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：由于中國的應(yīng)試教育體制,英語教學(xué)一直備受關(guān)注。而高中英語教學(xué)在中國的應(yīng)試教育中占舉足輕重的作用。英語寫作是英語綜合能力的表現(xiàn),卻也是難點(diǎn)之一,主要表現(xiàn)為教師如何去教和學(xué)生如何去練兩大難點(diǎn),英語寫作教學(xué)是教師面臨的一項(xiàng)重大挑戰(zhàn)。本文將模因論引入高中英語寫作教學(xué),基于模因論的視角對(duì)高中英語寫作進(jìn)行研究,并通過一項(xiàng)為期一學(xué)期的實(shí)驗(yàn)研究證明其能有效地提高高中學(xué)生的英語寫作能力。本文以模因論為基礎(chǔ),以山西省呂梁市某所高中一年級(jí)的兩個(gè)班共100名學(xué)生為研究對(duì)象,其中一個(gè)班為控制班,教師用傳統(tǒng)的英語寫作教學(xué)方法;另一個(gè)班為實(shí)驗(yàn)班,教師在模因論的指導(dǎo)下進(jìn)行英語寫作教學(xué),并結(jié)合調(diào)查問卷、寫作測(cè)試和訪談法旨在回答以下三個(gè)問題:(1)如何運(yùn)用模因論來提高高中英語寫作教學(xué)?(2)基于模因論的英語寫作教學(xué)模式能否幫助學(xué)生提高英語寫作水平?(3)基于模因論,學(xué)生對(duì)高中英語寫作的態(tài)度如何?實(shí)驗(yàn)證明,將模因論運(yùn)用于高中英語寫作教學(xué)能夠幫助學(xué)生提高英語寫作水平,并且不僅使學(xué)生對(duì)英語寫作的態(tài)度從消極態(tài)度變?yōu)榉e極態(tài)度,而且可以通過將模因論的四個(gè)復(fù)制階段即同化、保持、表達(dá)和傳播與寫作教學(xué)的四個(gè)過程即輸入、記憶、輸出和互動(dòng)結(jié)合,分別從詞匯、短語、句子、以及段落這四方面來對(duì)學(xué)生進(jìn)行寫作練習(xí)培養(yǎng),進(jìn)而提高高中學(xué)生的英語寫作水平,最終達(dá)到提高高中英語寫作教學(xué)的目的。本論文共由五部分組成,第一章為引言,主要對(duì)研究背景、研究目的、意義和研究問題做了介紹。第二章是文獻(xiàn)綜述,主要結(jié)合模因論的簡介、國內(nèi)外研究以及基于模因論的英語寫作教學(xué)進(jìn)行綜合敘述。第三章介紹實(shí)驗(yàn)方法。第四章是對(duì)實(shí)驗(yàn)結(jié)果的分析和討論。第五章即為總結(jié)。
[Abstract]:Because of China's exam-oriented education system, English teaching has been paid much attention to. English teaching in senior high school plays an important role in China's exam-oriented education. English writing is the expression of English comprehensive ability, but it is also one of the difficulties. English writing teaching is a major challenge for teachers. This paper introduces memetics into high school English writing teaching. This paper studies high school English writing from the perspective of memetics, and proves that it can effectively improve the English writing ability of senior high school students through a one-semester experimental study. This paper is based on memetics. A total of 100 students from two classes in the first grade of a high school in Luliang City, Shanxi Province, were studied. One class was a control class, and the other was an experimental class with traditional English writing teaching methods. Under the guidance of memetics, English writing teaching is conducted under the guidance of memetics. With the help of questionnaires, writing tests and interviews, this paper aims to answer the following three questions: 1) how to use memetics to improve the teaching of English writing in senior high schools? 2) can the teaching mode of English writing based on memetics help students improve their English writing level? What is the attitude of students to high school English writing based on memetics? The experiment proves that applying memetics to English writing teaching in senior high school can help students improve their English writing ability, and not only change their attitude towards English writing from negative attitude to positive attitude. And we can combine input, memory, output and interaction by assimilating, maintaining, expressing and disseminating the four replicating stages of memetics, namely, input, memory, output and interaction, from words, phrases and sentences, respectively. This thesis is composed of five parts: the first chapter is the introduction, and the other is to improve the English writing level of senior high school students in order to achieve the goal of improving the teaching of English writing in senior high school. This paper mainly introduces the background, purpose, significance and problems of the research. The second chapter is a literature review, which combines the brief introduction of memetics, The research at home and abroad and the teaching of English writing based on memetics are comprehensively described. Chapter three introduces the experimental methods. Chapter four is the analysis and discussion of the experimental results. Chapter five is a summary.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1678138