简谈英语基于合作学习理念高中英语作文教学设计结论

论文导读：
摘要：本论文是基于新课标理念,对如何写图表类作文所进行的教学设计。其论述依据是合作学习论述。本教学设计的作用有二：其一是有助于学生认识并掌握写图表类作文的能力,以而为学生今后在图表类作文写作中获得满意的分数提供一些帮助;其二是为高中英语作文教学提供一些有益的教学参考。本教学设计共分为三大部分：前期浅析、教学设计历程和教学反思。前期浅析主要是对学习者、教学内容以及教学目标的浅析。就学习者而言,他们是刚踏入高中校园的高一学生,这个班的学生在中考中取得了很好的成绩,所以这个班被学校定义为理科强化班,大多数为男生,所以对理科比较重视,相对来说,对英语重视不够,导致他们对英语学习,特别是英语写作缺乏兴趣并且体现出不够自信。教学内容为如何写图表类作文,其中强调的是如何在合作学习论述的指导下完成作文的写作并加以修改。教学目标涉及写作技能、学习对策和情感因素三个方面。在写作技能方面,重点是让学生学会如何对图表类作文审题,区分题中图表信息的主要特点和次要特点,然后抓住主要特点写作;学习对策方面,重点是如何让学生通过同伴互助与合作完成学习任务；情感因素方面,重点是如何激发学生英语写作的兴趣。教学设计历程分为三个步骤：课前准备、写作和二次写作。在课前准备环节,教师对本次设计依据的合作学习论述进行介绍,按设计需要对班级学生进行合理分组并培训他们合作学习的意识。在首轮写作环节,首先组织学生进行写前“热身”活动,即组织学生对作文话题进行小组讨论,然后让学生按照要求写出初稿,最后老师进行评阅并对学生作文中出现的各类错误及闪光点进行总结以备二次写作阶段中课堂最后的教师反馈之用。在二次写作环节,首先组织学生在课堂上进行同伴互评,然后教师在多媒体投影仪上呈现两篇成功的范文,一篇为参考例文,另一篇为本班一名学生的优秀初稿,然后教师呈现评阅学生初稿历程中总结出来的各类错误及闪光之处,让学生在基于同伴反馈、教师评阅及两篇优秀范文的归纳反思后进行二次写作,最后教师再对二稿进行评阅后对此次教学设计的成功与否进行反思总结。教学反思主要涉及的是对教学目标以及教学历程的反思,其中对教学目标的反思主要以情感因素、学习对策和写作技能三方而进行。除了因为客观因素限制及少数学生由于英语基础特别差,个别学生对图表类作文的写作策略没有掌握,总体上实现了所制定的目标。在新课标理念的指导下,通过组织各种合作学习的教学活动的方式,学生对英语写作的兴趣被极大地激发出来,并对图表类作文的写作有了新的认识。关键词：合作学习理念论文英语新课程标准论文教学设计论文高中英语写作论文教学反思论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Acknowledgements4-5
Abstract5-7
摘要7-9
Table of Contents9-11
Chapter One Introduction11-17

1.1 General description ofthe study11-13

1.2 Motivations for the Study13-15

1.3 Significance ofthe Study15

1.4 Overall Structure of the Thesis15-17

Chapter Two Literature Review17-33
2.1 Key terms in this instructional design17-23
2.1.1 New Criteria for Engpsh Curriculum17-19
2.

1.2 Instructional design19-21

2.

1.3 Peer feedback21-23

2.2 Theoretical bases in this study23-25

2.1 Constructivi Learning Theory23-24

2.2 Cooperative learning theory24-25

2.3 Previous studies25-33

2.3.1 Previous studies on teaching approaches to writing25-29
2论文导读：isticsconcerningage343.1.1.2Analysisoftheircognitivecharacteristicsconcerningmemory34-353.1.1.3Analysisoftheircognitivecharacteristicsconcerningzonesofproximaldevelopment35-363.1.2Analysisoflearnersintermsofwritingabipty36-373.2Analysisofteachingcontent37-383.

2.1Analy

.3.1.1 Previous studies on product approach25-27
2.3.1.2 Previous studies on process approach27-29
2.3.2 Previous studies on instructional design of writing29-33
Chapter Three Analysis of Major Factors in the Instructional Design33-42

3.1 Analysis of learners33-37

3.1.1 Analysis of learners in terms of cognitive characteristics33-36
3.1.1.1 Analysis of their cognitive characteristics concerning age34
3.1.1.2 Analysis of their cognitive characteristics concerning memory34-35
3.1.1.3 Analysis of their cognitive characteristics concerning zones of proximal development35-36
3.1.2 Analysis of learners in terms of writing abipty36-37

3.2 Analysis of teaching content37-38

3.2.1 Analysis of teaching content in terms of selection37-38
3.2.2 Analysis of teaching content in terms of difficulties38

3.3 Analysis of teaching objectives38-42

3.3.1 Analysis of teaching objectives in terms of affective factors39
3.3.2 Analysis of teaching objectives in terms of learning strategies39-41
3.3.3 Analysis of teaching objectives in terms of writing skills41-42
Chapter Four Design of Teaching Process42-52

4.1 Pre-teaching stage42-44

4.1.1 Brief introduction of cooperative learning42
4.

1.2 Grouping42-43

4.

1.3 Training43-44

4.2 Writing44-45
4.

2.1 Pre-writing stage44

4.

2.2 First composition draft44-45

4.

2.3 Teacher's comments45

4.3 Rewriting45-52
4.

3.1 Peer feedback45-47

4.3.2 Presentation of two writing samples47-48
4.

3.3 Presentation of teacher feedback48-50

4.

3.4 Second draft50-51

4.

3.5 Teacher's re-comments51-52

Chapter Five Reflections on the instructional design52-56
5.1 Reflections on teaching objectives in the instructional design52-54
5.1.1 Reflections on teaching objectives in terms of affective factors52
5.1.2 Reflections on teaching objectives in terms of learning strategies52-53
5.1.3 Reflections on teaching objectives论文导读：intermsofwritingskills53-545.2Reflectionsontheteachingprocess545.3Revisedinstructionaldesignbasedonreflections54-56References56-58AppendixⅠ58-59AppendixⅡ59-60AppendixⅢ60-61上一页123
in terms of writing skills53-54

5.2 Reflections on the teaching process54

5.3 Revised instructional design based on reflections54-56
References56-58
Appendix Ⅰ58-59
Appendix Ⅱ59-60
Appendix Ⅲ60-61