甘肃,地,对推动中学生写作中自我纠错能力提高探讨

：语言的学习强调听、说、读、写。写作在英语教学中占有地位。目前状况又是:或很少有中小学校把英语写作课让学生系统写作教育和写作实践训练的课堂。随堂布置写作家庭作业,让学生课外写作(教师的指导),上交,批分,发还学生即完成。这样,学生在策略论文范文里的提高。根本理由:学生或很少有自我纠错的意识和能力。在前人的探讨的上,寻找众多的论述线索。在下,采取措施和对两个高一年级班级班一系列写作教学计划。而另外班以传统教学策略论文范文的对照班以推进实证探讨的顺利。在探讨中,问卷调查。问卷分1、2两卷。目的是对实验学生有可比性和本探讨的必要性的论证。学生在问卷调查中态度是认真的,氛围是宽松的,结果是可信的。在本探讨的教学计划时,这两个班被用不同的策略论文范文施教。结果了不同的效果,越往后进展效果越显著。在新的教学策略论文范文,还强化了做法:阅读和背诵英语篇章推动写作中自我纠错能力的提高。在本探讨接近尾声时,还对被试了采访,了热烈的反响和较为满意的答复。,本探讨:本策略论文范文确实可行。它在某种上学生改善和提高在写作自我纠错能力和意识。在提高技能还意外的收获。词：英语写作自我纠错意识能力
由www.618jyw.com整理,联系人员哦。ACKNOWLEDGEMENTS6-10LIST OF ABBREVIATION10-11ABSTRACT11-1313-14CHAPTER ONE INTRODUCTION14-241.1 Introduction141.2 Background of the Study14-221.2.1 Initial thinking about the students' errors14-151.2.2 The necessity of correcting errors in students' writing in the course of English teaching15-171.2.3 The importance of developing consciousness of SCE in writing17-191.2.4 The importance of competence of SCE in writing19-201.2.5 Requirement in NMET20-221.2.6 Present situation of teaching of writing221.3 Objective of the study221.4 Research questions22-231.5 Organization of the thesis23-24CHAPTER TWO LITERATURE REVIEW24-462.1 Introduction24-252.2 Input and output25-272.3 On corrective feedback27-292.4 Features of SCE in writing29-412.4.1 Focusing on SCE29-302.4.2 Essential feature of errors30-322.4.3 Sources of errors32-372.4.4 The attitudes to errors37-382.4.5 Errors in writing38-412.4.6 The attitudes to SCE in writing412.5 The judgment to errors in writing41-442.5.1 The collection of errors41-442.5.2 The magnificence of error analysis to the foreign language teaching in high schools442.6 Summary44-46CHAPTER THREE METHODOLOGY46-593.1 Introduction463.2 The subjects46-473.3 The researchers473.4 Instruments47-583.4.1 The writing papers47-513.4.2 The questionnaires51-563.4.3 Interview56-573.4.4 Reading and reciting materials for training writing57-583.5 Summary58-59CHAPTER FOUR FINDINGS AND DISCUSSION59-864.1 Introduction594.2 A general situation of the students' SCE in writing59-644.2.1 Descriptions and analysis of questionnaire 159-624.2.2 Descriptions and analysis of questionnaire 262-644.3 Errors in students' composition samples64-674.3.1 Errors in grammar64-654.3.2 Errors in idioms654.3.3 Errors in collocations or part of speech65-664.3.4 Errors of Chinglish66-674.3.5 Spelling errors674.4 Impedance and ways out67-714.4.1 Factors impeding students' SCE in writing67-684.4.2 Multiplemeans enhancing SCE in writing68-714.5 Analysis from pre-training to post training71-834.5.1 Analysis of the writing papers71-754.5.2 Analysis of the errors in the writing papers75-774.5.3 Analysis of the errors in the writing papers of Class A77-834.6 Interview83-844.7 Summary84-86CHAPTER FIVE CONCLUSION86-905.1 Introduction865.2 Major findings86-875.3 Answers to the research questions87-885.4 Pedagogical implications88-895.5 Limitations and suggestions for the further research89-90REFERENCES90-96APPENDIX I96-100APPENDIX II100-105APPENDIX III105-107PUBLICATIONS (IN RECENT YEARS)107www.618jyw.com 整理1刘翠琴;;如何以SEFC教材Reading地过渡到Writing[J];甘肃教育;2006年06期2;[J];;年期3;[J];;年期4;[J];;年期5;[J];;年期6;[J];;年期7;[J];;年期8;[J];;年期9;[J];;年期10;[J];;年期