学科教学(英语)优秀教育硕士学位论文答辩PPT.ppt

June 2nd , 2016 By XXX Supervised by Professor XXX 论文题目 中文 “以读促写”在高中英语写作教学中的应用研究 英文 An Applied Study of Reading-to-Write Approach to Senior School English Writing Teaching Contents Ⅰ Ⅱ Literature Review Ⅲ Theoretical Foundation Ⅳ Application of Reading-to-write Approach to Classroom Teaching Ⅴ Data Analysis Ⅵ Conclusion higher standard is required in the current senior school English curriculum reform a new round of the NMET reform on September, 4th, 2014 problems in writing found through teaching practice classroom observation Ⅰ. Introduction 1.1 Background of the Study so as to is aimed at improving senior school students’ writing through more reading input and guided classroom practice activities. 2.1 Definition of Reading-to-write Approach This paper agrees with the definition given by Wang Fangfang: That is, “reading-to-write” refers to a task guided by the teacher that requires students to write a composition or a short passage based on the reading texts provided by the textbook and other materials. 2.2 Related Study of Applying Reading-to-Write to Teaching Abroad Widdowson (1978) ; Stotsky（1983）; Stein (1990); Grabe (2003); Hirvela (2004) ; etc. the key and direction of the present study were pointed out 2.3 Related Study of Applying Reading-to-Write to Teaching at Home Bai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ; Yang Yonglin(2010) ;Wang Chuming (2012) ;Zhang Jing(2014);Gao Ruixue(2013); etc. Theoretical research （1）Quantitative research （2）conducted in colleges and universities Innovative points of this thesis : 1. Qualitative research, mainly use case study 2. Analysis of cases and form conclusions This study mainly follows Krashen’s Input Hypothesis and Swain’s Output Hypothesis. This part mainly focuses on the value and significance of Krashen’s Input Hypothesis and Swain’s Output Hypothesis Language Input Language Output Writing Reading Reading can promotes writing and they can be integrated togrther. q