英语论文哪里有？本研究结果表明，核心素养视域下英语学习活动观在高中英语写作教学的应用对学生的英语写作成绩在一定程度上有所提高，尤其是用词和篇章结构方面得到提升。具体而言，实验班比对照班的后测成绩高1.976分，且Sig.小于0.05，存在显著差异。
Chapter One Introduction
1.3 Research Significance
1.3.1 Theoretical Significance
Most research combined the activity-based approach to English learning with reading teaching,but very a few researchers combined this theory with writingteaching.Therefore,based on previous research,the activity-based approach toEnglish learning and writing are combined in this study under core competencies,which could to some extent complement and enrich research on this theory in theteaching of writing at the senior high school level.At the same time,this study willexplore how core competencies is reflected and developed through a range ofactivities in the teaching process of writing.It allows teachers to think more deeplyabout the relationship between the design of teaching activities and objectives toimprove teaching effect.Thus,it also enhances the theoretical practicality.
1.3.2 Practical Significance
This thesis combines the activity-based approach to English learning and writing,which not only can test the effectiveness of the application of this theory to teachingEnglish writing in senior high schools but also can provide a certain case andinspiration for the front-line English teachers to implement the activity-basedapproach to English learning in writing class.Specifically,this study will helpteachers think deeply to optimize class teaching design and conduct teachingreflection to help teachers re-examine their teaching methods and concepts.Moreover,this study can also provide reference when the front-line teachers conduct writingteaching activities based on this theory.
Chapter Three Theoretical Foundation
3.1 Constructivism Theory
3.1.1 The Concept of the Constructivism Theory
Chinese scholars summarize the constructivism teaching mode:In the wholeteaching process,embodying student-centered principle,teachers are organizers,guides,helpers and facilitators of students.Teachers use the elements of the learningenvironment,such as context,collaboration,and conversation,to give full play tostudents’motivation and initiative.The ultimate goal is for students to realize themeaningful construction of knowledge(Chen Wei,2007).
The constructivism view of knowledge emphasizes that knowledge cannotaccurately express the world because it constantly changes with the development ofsociety.The constructivism proposes that knowledge is not fixed,which develops associety changes and is applied in concrete,situational contexts.It is only applied thisknowledge in real situations which can be comprehended(Brown,1989).Knowledgeneeds to be applied flexibly in context.
Chapter Five Data Analysis and Discussion
5.1 Analysis of Tests
5.1.1 Analysis of Pre-test in EC and CC
The author conducted the pre-test on students’writing in two classes in order tounderstand whether or not differences existed in writing scores before the experiment.The author takes the test paper organized by K City as the experimental materials,andthe types of writing is one of the types of college entrance examination writing,application essay,with a total score of 25.
As can be seen from Table 5.1,the average score of the experimental class beforethe experiment was 10.0238,and the control class was 9.9762.It indicates that thedifference between average scores in two classes was 0.0476,so the gap in meanscores for English writing is minor.It’s essentially identical.It further indicates thatthe writing level is basically the same for the two classes students before theexperiment,which could remove interference factor and lay a good foundation for thefollowing teaching.
5.2 Analysis of Questionnaires
5.2.1Analysis of Pre-questionnaire in EC and CC
What the author did in the pre-questionnaire in order to understand the students’current interest in English writing in Class 3 and Class 4.This questionnaire hasfifteen questions.The author divides the questionnaire into three dimensionsaccording to the content of the questionnaire.The first dimension is English writinginterest(1-5).The second dimension is English writing attitude(6-10),and the thirddimension is English writing habits(11-15).
Chapter Six Conclusion
6.1 Main Findings
The author combined the activity-based approach to English learning based oncore competencies and writing teaching,conducted a sixteen-week teaching practicethrough questionnaires,experiments and interviews and then collected the data andmade conclusions.The main experimental results of this study are corresponding tothe research questions.
First,combining the activity-based approach to English learning and theteaching of writing based on core competencies can improve students’writingachievement to a certain extent.Before the experiment,the writing score in theexperimental class is 10.0238,while the score in the control class is 9.9762.Thedifference between two classes is 0.0476,which indicates that the writing levelbetween Class 3 and Class 4 are identical.After a semester of teaching practice,thethe experimental class scores 12.1190,which is higher than pre-test,an increase of2.0952.While the score in the control class is 10.1429,which is higher than pre-test,an increase of 0.1667.It indicates that the English writing scores both had improved.However,the writing scores in the experimental class has shown a obvious progresscompared with the control class.It showed that the author’s teaching mode ofcombining the activity-based approach to English learning under core competenciesand English teaching of writing had a certain teaching effect on students’Englishwriting achievement.Students begin to pay attention to the accurate usage ofvocabulary and sentence patterns consciously in the experimental class.The contentof the writing is more substantial and more logical.
Second,combining the activity-based approach to English learning based on core competencies and writing teaching can improve students’writing interest to a certainextent.The following is summarized from three dimensions:writing interest,writingattitude and writing habits.For the writing interests,when it comes to writing inEnglish,student’s attitudes were inclined to be“passive and negative”before theexperiment.Students were often guided by the teacher in the process of writing,theyseldom had the opportunity to think independently.Most of students wrote accordingto the modes provided by the teacher,which not only restricted the students’expression,but also gradually detached them from the students’real life and lost theirinterest.
reference(omitted)
