引用本文:李顺英.英语日记自主写作教学实践与效果评价[J].中华医学教育探索杂志,2014,13(1):72~75
英语日记自主写作教学实践与效果评价
Practice and evaluation on the teaching model of English-journal-based autonomic writing
DOI:
中文关键词:  英语日记  自主写作  写作水平
英文关键词:English journals  Autonomic writing  Writing competence
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作者单位
李顺英 Foreign Language College of Chongqing Medical University 
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中文摘要:
      目的 探索提高学生英语写作水平的自主写作教学形式与效果。方法 通过前测确定实验对象,把对象分为对照班(44人)、实验一班(47人)和实验二班(48人)。对照班学生不进行英语日记写作,两个实验班学生进行为期12周英语日记自主写作,实验一班还进行教师讲评、学生互评和优秀日记展示。实验结束时进行后测,并对实验班进行问卷调查。用SPSS 16.0统计数据,对各班前、后测成绩进行t检验,对各班后测成绩进行方差分析。结果 对照班、实验一班和实验二班的前后测成绩t检验结果分别为:t=1.59,P=0.12;t=13.42,P=0.00;t=11.68,P=0.00。各班后测成绩的方差分析结果为:F=48.87,P=0.00。用SNK法两两比较,实验一班与对照班相比,t=9.12,P=0.00;实验二班与对照班相比,t=7.99,P=0.00;实验一班与实验二班相比,t=1.19,P=0.23。针对两个实验班学生的问卷调查结果显示,认为英语日记写作有助于提高英语书面表达流利性和准确性的人数占98.94%,85.11%认同英语日记写作是提高英语写作水平的一种有效途径,80.85%认为英语日记写作可促进新学词汇的运用与巩固,认为英语日记写作可提高写作兴趣和信心的各占50.00%和69.15%,70.21%认为展示优秀日记可营造写作氛围、激发写作动力。结论 英语日记自主写作可显著提高学生英语写作水平,并增强学生写作兴趣和信心;但教师讲评、学生互评和优秀日记展示等措施对学生英语写作水平没有产生明显影响。
英文摘要:
      Objective To explore the form and effect of an after-class autonomic model aiming at improving English writing competence. Methods Objects were chosen through pre-experimental test and were divided into three groups: control class(n=44), experimental class one (n=47) and ex-perimental class two(n=48). Objects from the control class did not keep journals while those from the two experimental classes kept journals for twelve weeks. Teacher comments, student's mutual com-ments and exhibitions of excellent journals were conducted in experimental class one. All the objects took a post-experimental test at the end of the experiment and a survey was conducted among the ob-jects from the two experimental classes. SPSS16.0 was used for data-processing. T-tests were adopted to compare the pre-experimental and the post-experimental test scores of all classes(P<0.05 indicates significant difference). Variance analyses were conducted to compare the post-experimental tests (P<0.05 indicates significant difference). Results The T-test results of the control class, experimental class one and experimental class two were respectively as follows: t=1.59,P=0.12; t=13.42,P =0.00;t=11.68,P=0.00. The results of the variance analyses were: F=48.87, P=0.00. The T-value of the SNK comparison between experimental class one and the control class was 9.12(P=0.00), that between ex-perimental class two and the control class was 7.99(P=0.00) while that between experimental class one and experimental class two was 1.19(P=0.23). Results of the survey: 98.94% of the objects agreed that keeping English journals could help to improve the fluency and accuracy of English writing; 85.11% regarded keeping English journals as an effective way to improve English writing competence; 80.85% believed than keeping English journals could help to put the newly-learnt vocabulary to use. 50% of the objects deemed that keeping English journals could improve writing interest and 69.15% thought that it could enhance writing confidence. 70.21% believed that exhibiting excellent journals could create good writing atmosphere and inspire writing motivation. Conclusions Keeping English journals could improve English writing competence significantly through after-class autonomic writing, and it can improve writing interest and confidence. However, the impacts of teacher comments, stu-dent's mutual comments and the exhibition of excellent journals on writing competence are not signifi-cant.
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