Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English

The Instruction of English Diary Writing and Writing Competence of Students in a Rural Senior High School

Author JiangAiPing
Tutor ZhangYi
School East China Normal University
Course Education
Keywords Teaching English Writing English journal writing Formative Evaluation Writing grow file Peer review
CLC G633.41
Type Master's thesis
Year 2009
Downloads 420
Quotes 6
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In the traditional teaching of writing, teaching writing only focus on results, the teaching mode of writing teachers arranged subject - students' writing - teachers scoring. The students were generally lower level of writing, poor sense of the phrase. Writing content from the real life, the lack of authenticity, students lack writing motivation; teachers of writing, mostly concentrated in the accuracy of the language; teachers 'attention to the works of the students pay up, ignoring the students' writing process. Therefore, many teachers feel that the teaching of writing laborious, slow to improve performance, do not want to put in more effort in writing and the teaching of writing as a weak link in the teaching of high school English. English diary writing teaching prompted students to take advantage of this simple and convenient and feasible means of the diary, prompting students to build their own English writing files, correct assessment of the progress in the process of learning to write, develop students' self-awareness of writing, and inspire students strong English writing motivation, training students to participate in class consciousness, but also for teachers to provide effective feedback, prompting teachers to guide teaching effective writing. The thesis is divided into seven chapters. The purpose of the first chapter and its research significance of the problem, to clarify the subject, pointed out the features and innovations of this article. The goals of the curriculum standards in the second chapter expounds the teaching of writing, writing teaching situation, there is a problem, the students' writing ability and the reasons of the problems. Third chapter describes writing theory and writing teaching theory, mainly on the importance of journal writing teaching guide, journal writing, the necessity of the theoretical basis - schema theory, constructivist theory, cooperative learning theory and task-based teaching methods and research the status quo. Diary writing teaching in the fourth chapter describes the significance of the use of rural high school diary writing guide, links, diary writing feedback and Creating a Writing grow file. Chapter experiments to collect data, quantitative analysis, the differences in comparison diary writing teaching and traditional teaching of writing in high school teaching of English writing, to provide a scientific basis for this study. Chapter comparative analysis the diary writing teaching and traditional teaching of writing were applied to the experimental results generated by the control class and the experimental class, discuss the results of the study. Survey of diary writing teaching the author before the experiment after experiment experimental classes and control classes survey and experimental classes, typical questionnaire analysis, in order to understand the difference in the case of the tested students before and after the experiment. Chapter VII of the conclusions of this paper, to identify problems and propose some implementation of the proposed study, constructive comments on how to improve the effect of the high school English classroom and teaching high school English teacher in the design and implementation of writing.

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