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本文以体验哲学、格式塔心理学和体验式学习理论为理论基础,提出英语写作教学中思辨能力培养与语言技能培养相结合的循环式整体认知教学模式。此模式是动态、开放式的教学模式,随教学阶段而变化,随学生需求而调整。每一阶段的每一循环始终贯穿“语言—认知—文化”这一整体思维,始终体现理论与实践的高度融合。此模式强调,老师要集语言、认知与文化于一体,从认知思维与文化模式观看写作词、语和篇,再从写作词语篇批判性地反观思维特征与文化模式;学生要集知与行于一体,既能在用中学,也能在学中用,循环反复,逐渐使理论内化为学习者个人语言能力和语言调控力。教学实践证明,这种教学模式是有效的,循环式整体认知教学模式至少会在两个方面使学习者受益,一是提高了学习者语言能力和思辨能力,二是提高了课堂教学效率,全面提升了学生英语写作水平,只需两月授课,未学过英语写作课的英专学生就可写出较高质量的英语习作,有些习作很地道。学生思辨能力提高一项数据显示,说明写作课程中思辨能力培养已呈现显著性特征(p=0.035<0.05)。学生写作困难数据表明,通过一年的英语写作学习,学习者还未变为“成熟的”写作者,有待未来进一步研究。
Based on the theory of experiential philosophy, Gestalt psychology and experiential learning theory, this paper proposes a recursive holistic cognitive teaching mode that combines the cultivation of the ability of thinking and the development of language skills in English writing teaching. This model is a dynamic, open-ended teaching mode, with the teaching phase changes, with the needs of students to adjust. Every cycle of each stage has always permeated the whole thinking of “language - cognition - culture” and always embodies the high integration of theory and practice. This model emphasizes that teachers should integrate the language, cognition and culture in one, view the writing words, words and articles from the cognitive thinking and cultural patterns, and then critically review the thinking features and cultural patterns from the writing words and phrases; With the line in one, both in secondary schools, but also in learning, repeated, and gradually make the theory internalized as a learner individual language skills and language control. Teaching practice has proved that this teaching mode is effective, and the whole cycle of cognitive teaching model at least benefits the learners in two aspects. One is to improve learners’ language ability and speculative ability, the other is to improve the efficiency of classroom teaching, Comprehensively improve the students’ English writing skills, just two months of teaching, not to learn English writing classes of college students can write higher quality English writing, and some exercises are authentic. Improvement of students’ ability to think clearly A data show that the training of discerning students has shown significant characteristics (p = 0.035 <0.05). Difficulties in writing students’ data indicate that after one year of English writing, learners have not become “mature” writers and are yet to be further studied in the future.