2018 Annual Conference of China English Language Education Association (CELEA2018)

230 / 2018-06-26 20:49:55

支架理论指导下的学术英语写作教学 —— 教学实践中的得与失

支架理论,学术英语写作,小组合作,同伴互评

Plenary track > 中国特色英语教学研究

本文旨在报告支架理论指导下为期15周的学术英语写作教学实践中的得与失。在支架理论框架下，该课程设计了小组任务（开题报告、文献综述及论说文写作），个人任务（摘要写作、同伴互评报告），及师生讨论等教学环节，以期最大化为学生提供有效的助力资源。教师观察、问卷调查及访谈结果表明：一方面，学生在小组任务合作、同伴互评、师生讨论等环节收获颇多，达到了“1+1＞2”的效果；另一方面，合作学习中也出现一些问题，如成员对小组任务贡献不均衡，有些写作成品像“拼贴”品，呈现“1+1＜2”的结果。本文将就这些问题出现的原因和对策进行探讨并提出建议。This paper reports the gains and losses in the teaching practices of 15-week instruction of English Academic Writing. Inspired by Scaffolding Theory, this course devised group tasks (Proposal writing, Synthesis paper writing and Argumentative essay writing), individual tasks (Summary writing, Peer review report), and teacher-student conferencing to maximize the facilitative resources for students. Teacher observation, questionnaire survey and interview data revealed the following results: on one hand, students benefited greatly from team cooperation, peer review, and teacher-student conferencing, achieving the effect of “1+1＞2”; on the other hand, problems arose in the course of cooperative learning, for example, team members contributed unevenly to group tasks, the written product was sometimes one of “cut and paste”, showing the effect of “1+1＜2”. This paper explores the causes of and solutions to these problems and offers suggestions.