本 科 毕 业 论 文
论 文 题 目 指 导 老 师学 生 姓 名学 号院 系专 业写 作 批 次
——过程教学法为主，结果教学法为辅
44671022410006 2012秋
：关于高中英语写作教学技巧的探讨 ：唐玉柱 ：廖婵娟 ： ：网络教育学院 ：英语 ：
原 创 承 诺 书
我承诺所呈交的毕业论文是本人在老师指导下进行的研究工作及取得的研究成果。据我查证，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果。若本论文及资料与以上承诺内容不符，本人愿意承担一切责任。
毕业论文作者签名：廖婵娟
日期：2012 年 12 月 1 日
目 录
摘 要 ??????????????????????????????Ⅰ Abstract ?????????????????????????????Ⅱ 导 言 ????????????????????????????? Ⅲ 一、英语写作教学内容????????????????????????1
（一）写作定义??????????????????????????????1 （二）英语写作教学的内容?????????????????????????1
二、外语写作教学相关理论与研究???????????????????2
（一）写作教学理论????????????????????????????2
1、结果教学法????????????????????????2 2、过程教学法????????????????????????2
（二）国内外二语写作教学研究???????????????????????3
1、影响写作能力的因素?????????????????????3 2、结果法和过程法??????????????????????3
三、写作教学原则??????????????????????????4
（一）写作与其他技能活动结合的原则?????????????????4 （二）结果写作法和过程写作法相结合的原则???????????????4 （三）设计恰当的写作任务的原则???????????????????4 （四）重视写前准备的原则??????????????????????4 （五）培养学生的读者意识的原则???????????????????5 （六）积累写作素材的原则??????????????????????5 （七）培养写作情感和写作策略的原则?????????????????5 （八）注重修辞语法等写作技巧的培养，养成规范的写作习惯?????????5 （九）使用多种评价方式的原则????????????????????5
四、写作教学的实际操作???????????????????????6
（一）以过程教学为主导，结果教学为辅的课堂操作步骤????????????6
1、构思讨论确定主题?????????????????????????6 2、写初稿??????????????????????????????6 3、评价修改定稿???????????????????????????6 （二）写作教学案例???????????????????????????6
参考文献??????????????????????????????7
摘要
从20世纪80年代以来，随着第二外语习得理论研究的不断深入，二语或者外语写作教学逐渐成为一个热点问题（崔刚、罗立胜，2006）。本文将以学生为中心原则，如何改进高中英语的写作教学技巧展开探讨。
目前，虽然教师们在写作教学上投入不少的时间和精力，但教学效果却难以令人满意。教师越来越重视应怎么上好一堂写作课，其关键是在于如何训练学生的写作技能。传统的写作教学——结果教学法，是以教为中心，在固定的模式下学生按照老师的思路方法完成简单写作。过程教学法，既重视“教”，又重视“学”，让学生在创作的过程中掌握写作技巧。然而任何方法都有其优缺性，过程教学虽然让学生掌握更多的写作技巧，但是缺少句子语言的准确性，操作起来花费时间较长，往往在规定时间上不能完成写作。所以本文主张英语写作教学的方法是将结果和过程教学法结合使用，才能了得更大的教学效果。
本研究将结果教学和教程教学结合使用，这为高中英语写作教学的研究提供了一种独特的视角，丰富并拓展了对英语写作教学的理论研究。同时，实施结果与过程教学方法的结合，可以激发学生的自主学习，提高学生的写作水平；还可以增进教师的教改意识，提高教师的教学技能引领教师专业成长，对进一步推进深化英语教改有很大的现实意义。
关键词：学生为中心 英语写作教学技巧 结果教学和过程教学
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Abstract
Since the 1980s, with second language acquisition theory and research, second language or foreign language teaching of writing has gradually become a hot issue (Cui Gang, Luo Lisheng, 2006). This article will be student-centered principle explore how to train secondary school English writing skills expand.
Teachers invest a lot of time and effort on the teaching of writing, but the effectiveness of teaching is unsatisfactory. Teachers more and more attention should be how a good a writing course, the key lies in how to train the students' writing skills. The traditional teaching of writing - the results of pedagogy in teaching as the center, students complete simple writing in accordance with the teacher's ideas in a fixed mode. Process Approach emphasis on \and emphasis on \master writing skills in the creative process. Any method, however, has its advantages and disadvantages of sex, although the process of teaching to equip students with writing skills, but lack of sentence accuracy of the language, the operation takes a long time, often in a specified time can not complete writing. This article advocates the teaching of English writing method is to use the results and process pedagogy to artists greater teaching effectiveness.
In this study, combined with the results of teaching and tutorial teaching, which provides a unique perspective for the study of high school teaching of English writing, enrich and expand the theoretical research on the teaching of English writing. The same time, the combination of the implementation of the results and the process of teaching methods, can stimulate students' self-learning to improve students' writing skills; teacher education reform but also to strengthen awareness and improve the teaching skills of teachers leading teachers' professional development, to further promote the deepening of English education reform large practical significance.
Key words ：Student-centered English writing skills English Results of teaching and the process of teaching
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