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1、大部分的高中學(xué)生的英語寫作技巧有待提高,這成為了學(xué)習(xí)英語的巨大瓶頸。即使部分英語教師在學(xué)生寫作能力的培養(yǎng)方面采用不同的教學(xué)模式進(jìn)行改良,而學(xué)生在考試中表現(xiàn)出的英語寫作水平依舊不盡如人意。本文希望通過在高中生英文寫作課程的講課過程中引入過程寫作的概念,進(jìn)而達(dá)到提高學(xué)生英語寫作水平的目的。在研究過程中對(duì)學(xué)生采用如上的方法進(jìn)行教育并對(duì)學(xué)生進(jìn)行課堂效果、學(xué)生接納程度以及學(xué)生英語寫作成績(jī)等多個(gè)指標(biāo)進(jìn)行觀察與統(tǒng)計(jì)進(jìn)而表征過程寫作教育模式的有效性。研
2、究對(duì)象為筆者所帶高中的28位學(xué)生,在教學(xué)方法的實(shí)現(xiàn)方面主要以對(duì)學(xué)生實(shí)施過程寫作課程,課程的基本安排遵循著“pre-writing,drafting,revising,editing,publishing”五部分進(jìn)行,培訓(xùn)時(shí)間持續(xù)一年,期間對(duì)學(xué)生的各種學(xué)習(xí)指標(biāo)進(jìn)行總結(jié)與分析。利用學(xué)生的英語寫作成績(jī)、調(diào)查問卷以及針對(duì)課堂的相關(guān)訪談獲得的基本數(shù)據(jù)進(jìn)行分析,得到了在利用過程寫作訓(xùn)練的學(xué)生中不僅在寫作成績(jī)方面有明顯的提高而且能夠極大的降低同學(xué)對(duì)于
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