教育教学论文哪里有？本文以语类理论和及物性系统为分析框架，利用教学循环圈进行读后续写教学，以探究语类教学法对高中英语读后续写内容协同效应的影响。
Chapter One Introduction
1.1 Research Background
English reading and writing are widely regarded as core skills for learning a foreign language. Reading is a primary means of acquiring information, understanding concepts, and expanding knowledge, while writing is an important way of expressing thoughts and opinions. Therefore, cultivating students’ abilities of reading and writing are extremely important for English learning. In the context of the College Entrance Examination reform, English Curriculum Standards for General Senior High School (2017 Edition, revised in 2020) proposes that general senior high school English courses should cultivate students’ comprehensive abilities in listening, speaking, reading, writing, and viewing, and emphasize that the development of understanding skills and expressing skills should complement and promote each other. Reading, as an important understanding skill, is a crucial input stage in language learning, while writing, as an important expressing skill, is a crucial output stage in language learning. Therefore, the integrated approach of reading and writing in English learning has emerged, aiming to develop students’ language skills in comprehensive language practice activities, promote real language communication abilities, and thus improve students’ English learning outcomes (Ministry of Education, 2020). Based on this, Continuation Task, the new writing task type, was first introduced in the National Matriculation English Test in Zhejiang province in 2016 as part of the province’s pilot for comprehensive College Entrance Examination reform, and then was introduced into the National Matriculation English Test in 2020.
Chapter Three Theoretical Framework
3.1 Genre Theory
The working definition of genre is a staged, goal-oriented social process (Martin & Rose, 2008). Based on the previous research conducted by Hasan and Labov, and by carefully observing the types of semantics that appear in various texts, Martin and Rose (2008) used “genre” to represent the recurring macro-semantic model, “stage” to represent the recurring local semantic model within the text, and “schematic structure” to represent the stage structure of the genre. According to the different stages and social functions, different discourses are divided into different genres. That is, the same genre text usually uses the same schematic structure to achieve the same communicative and social purpose. The “stages” within a schematic structure are relatively stable and arranged in a certain order, such as Orientation, Complication, Evaluation and Resolution stages of a narrative. And the schematic structure of a genre is constructed by various stages within “[ ]” and the symbol “^” means one stage is followed by the other stage. Common genre classification includes stories, histories, reports and explanations, procedures, arguments and responses. Since Continuation Task is usually the genre of narrative, this study focuses on the genre type of narrative.
Chapter Five Results and Discussion
5.1 Effects of Genre-based Pedagogy on Content Alignment
This part focuses on the effects of GBP on the content alignment in Continuation Task. And since content alignment includes the two dimensions of structure alignment and situation model alignment, this part first investigates the effects on content alignment, and then investigates the effects on the structure alignment and situation model alignment. Besides, the effects on the structure alignment and situation model alignment are analyzed from the two perspectives of quantitative data and qualitative data.
The Independent-Samples T Test of overall scores of the Continuation Task of students in EC and CC was conducted before the experiment, and the result shows there is no significant difference in Continuation Task competency between students in both classes. Therefore, the comparison of content alignment scores of EC and CC in the post-test (seen in Table 5-1) and the comparison of pretest and post-test scores of EC on content alignment (seen in Table 5-2) are conducted to reveal the effects of GBP on content alignment in Continuation Task.
5.2 Differences in the Effects of Genre-based Pedagogy on Content Alignment of Students at Different Levels
To investigate the differences in the effects of GBP on content alignment in Continuation Task of students at different levels, this part first reveals the results of tests on content alignment in Continuation Task of students at different levels. And then it presents the results of textual analysis on content alignment in Continuation Task of students at different levels, which is used to support the results of tests in the first part. Besides, all the data is analyzed from the dimensions of structure alignment and situation model alignment. Finally, the results of a semi-structured interview are analyzed and discussed.
5.2.1 Results of Tests of Content Alignment of Students at Different Levels
This part mainly focuses on the results of tests on content alignment in the Continuation Task of students at different levels. Besides, the data of tests includes data of structure alignment and situation model alignment.
Chapter Six Conclusion
6.1 Major Findings
The study aims to deal with the three research questions: (1) What are the effects of Genre-based Pedagogy on content alignment (structure alignment and situation model alignment) in high school English Continuation Task? (2) What are the differences in the effects of Genre-based Pedagogy on content alignment in Continuation Task of high school students at different levels? To address the two questions, the study attempts to investigate the impacts of Genre-based Pedagogy on content alignment in Continuation Task and to explore the differences in the impacts of GBP on content alignment in Continuation Task of high school students at different levels. Based on the theories of Genre Theory and Transitivity System, this study constructs the analytical framework for this study, which is used in the analysis of Continuation Task texts. The study also conducts a teaching experiment between an experimental class and a control class, with Genre-based Pedagogy used in the experiment class and the conventional writing approach applied in the control class. After the teaching experiment, a semi-structured interview is performed in the experimental class. Later, quantitative analysis of students’ tests data, combined with qualitative analysis of students’ Continuation Task texts and qualitative analysis of the results of the interview are conducted. Therefore, the conclusions of the study are as follows.
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