大学英语写作现代评估模式——过程教学法的实践研究

随着语言教学重点的转移,写作教学的中心也由“结果教学法”转向了“过程教学法”。写前阶段、具体写作和文章修改是写作过程的三个基本阶段。本文通过非英语专业学生参加的“课堂小组讨论修改”实践和调查问卷,证明文章修改有助于促进学生英语写作能力的提高,增强学生的学习信心,提高学生的英语水平。     

在大学英语教学中运用"过程-成品"写作教学法初探

文章对目前大学生英语写作能力差的原因和大学英语写作教学中存在的主要问题进行了分析,提出了一种新的写作教学法,即"过程-成品"写作教学法.这一方法把过程写作教学法和成品写作教学法的优点结合起来,既使得学生能够通过更多的练习和修改提高写作水平,又使得教师能够打破教学形式的单一,摆脱批改作文的重负.     

过程写作教学法在小学语文写作教学中的应用策略

在新课标的指导下,教师以写作过程为重点,应用过程写作教学法实施小学语文写作教学,引导学生经历写作过程,掌握确定写作对象、搜集写作素材等的方法,能够提高写作教学效果。笔者根据现有经验,以预写、初写、修改、校对和展示这五个阶段为重点,详细阐述过程写作教学法在小学语文写作教学中的应用策略。     

过程写作教学法在高中英语教学中的应用

本文分析了目前中学英语写作教学中存在的问题,在对过程写作法研究的基础上,论述了过程写作教学法的主要写作步骤——写前阶段（构思和拟提纲）、写作阶段（初稿和二稿）和修改阶段（修改、反馈和重写）,并通过具体的课例探索了如何在高中英语写作课中运用过程写作法激发学生写作的兴趣、主动性和积极性,旨在提高高中学生英语写作能力,培养学生综合运用语言的能力,从而实现新课程标准对高中英语写作教学的要求。     

用过程取向教学模式指导初中英语写作教学初探

提高学生的写作能力是英语教学中的重难点,本文针对以往写作教学重写作结果轻写作过程的实际问题,结合教学实例阐述了在初中英语写作教学中,如何利用分为“写前、初稿、修改”三阶段的过程取向模式来提高学生写作能力。提出写前阶段应大量输入语言和激活学生的已有知识、理清篇章结构;初稿阶段应以学生合作进行写作实践为主;采用多元化评价手段相结合的修改阶段是为了提升学生的写作技巧,使学生的文章更为完善。     

关注学生写作过程中的文本互动与反馈

近几年来．过程写作教学法受到了英语教学研究者和教师越来越多的关注。它打破了传统的结果教学法以教师为主导、结果为中心的不足,把教学重点放在写作的全过程,注重培养学生分析文本、挖掘题材、撰写草稿和修改编辑等能力。并采用多种课堂活动充分发挥学生在写作过程中的主体作用。本文以学生写作过程中各阶段的文本互动和评价反馈为重点,进一步讨论了过程写作教学法在提高学生英语写作能力,改进我国大学英语教学等方面的重大意义。     

过程写作法在专业英语写作中的应用研究

近年国内外的过程写作教学法,一反以“终极产品”为鉴定出发点的传统教学法,重视写作过程,对专业英语写作教学十分有帮助。作文写作包括准备阶段、起草阶段、修改整理阶段,应用过程写作教学法要转移写作教学重点,更新反馈机制。     

合作学习法在初中英语写作教学中的应用

将小组合作形式融入初中英语写作教学中,可以使学生在互动交流过程中提高自身的写作水平。在写作的准备阶段,学生通过合作进行素材的"地毯式"搜索、文章结构的确定等;在修改、反馈阶段,开展自评与互评,并且进行作品展示。     

同伴反馈在过程写作教学中的运用

反馈是读者为作者修改作文提供的信息,因此在写作教学过程中有着重要的作用。过程写作教学法区别传统的教学法主要体现在反馈的模式上。文章着重阐述了同伴反馈在过程写作教学中的运用,作为教师反馈的有机补充,同伴反馈能培养学生的合作学习和自主学习的习惯,从而提高英语写作水平。     

大学英语写作教学探析

目前大学英语写作教学存在着教学时间有限、教学模式单一、教学效果与大纳要求相去甚远等现实问题。该文从写作教学的目的入手,对结果教学法和过程教学法进行了评述,将过程写作教学法分为写前、写作和修改三个相互有机联系的阶段,并探讨了教学过程的每个阶段教师应给予学习者的具体指导。     

网络资源与大学英语写作教学研究

英语写作教学长期以来注重成果教学,在很大程度上忽略了学生写作过程。调查研究发现,成果教学法与过程教学法的实际效果存在统计学意义上的显著性差异。教改实验表明,网络环境下大学英语写作的过程教学法对提高学生写作能力非常有效,而计算机和网络教学平台的广泛使用为实现写作过程教学提供了环境支持。写作过程教学能够促进学生的反思性学习,增强学生自主学习的意识,故课堂教学与网络辅助教学有机结合有利于提高学生写作水平。     

EFL学习者在学术写作中的主要问题及对策

EFL学习者在学术写作中还面临着诸多问题,突出表现在写作文体非正式性、过分强调写作＂成品＂性自主性动机匮乏上。在此情况下,实施以＂过程写作法＂为中心的学术写作教学势在必行。＂过程写作法＂大致包括六个写作阶段,其反馈方式主要有三种（教师编辑、同伴编辑及自我编辑）。正确实施运用＂过程写作法＂可以提高EFL学习者的英语学术写作能力。     

Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms

Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.     

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don’t know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin’s genre theory to resolve the existed problems of the Professional College English major’s students in writing and enhance students’ discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students’ writing skills;(2) Whether the genre-based writing method is possible to increase students’ interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students’ writing achievement and enhance students’ interest in English writing.     

Effects of the Science Writing Heuristic Approach on the Quality of Prospective Science Teachers’ Argumentative Writing and Their Understanding of Scientific Argumentation

This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers.     

高校英语写作教学模式与改革研究

针对北京林业大学大学英语写作教学的现状和弊端,在分析写作过程教学法特点的基础上,拟定了一套新的大学英语写作教学模式,并通过为期两年的实验对比教学实践证明了这一模式的有效性。与成果教学法相比,过程教学法可帮助学生理解和内化写作的全部过程,提高了学生的写作兴趣,通过写作过程的培养,学生逐步获得了写作技巧。     

基于网络的交互式写作与评阅模式探索

该文针对大学公共英语写作教学的局限性,基于"任务式教学法"、"建构主义"和"过程写作教学法"等教学理论,提出了基于网络的交互式写作与评阅模式。文章介绍了系统的功能,对该模式在写作教学的任务设计,培养学生自主学习的意识和能力等方面进行了深入探讨,并采用实验的方法研究了在该模式下英语写作教学的特点。研究结果发现,尽管未能论证学生经过短期的实验而显著提高写作能力,但是网络环境的互动优势在充分调动学生英语写作积极性和主动性方面体现了明显的积极作用。     

高职院校英语任务型写作教学的实验研究

随着国外语言学、心理语言学和社会语言学的发展,人们逐渐认识到现行的外语写作教学法如“结果教学法”和“过程教学法”存在一些局限性。为此,本文作者结合教学实践,探讨在任务型教学理念指导下如何进行英语写作教学。作者对实验结果进行了认真地分析和讨论。力图通过实践研究摸索出一套有效的英语写作教学模式。     

Secondary Preservice Teachers’ Development of Teaching Scientific Writing

Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in Appl Linguist 24(1):28–55, 2003; Martin in Writing science: literacy and discursive power. University of Pittsburgh Press, Pittsburgh, pp 166–202, 1993). This article summarizes the findings of a qualitative study of five science preservice teachers as they experienced a unit of study, an inquiry-based instructional framework for the teaching of writing. Results found initially the science preservice teachers did not have knowledge of specific instructional approaches to teach writing. The science preservice teachers engaged in critical and analytical reading and writing, which enhanced their knowledge of writing and how to teach writing. The unit of study approach to writing may offer teacher educators a way to engage science preservice teachers in a method to teach scientific writing.