❶ 論文<高中英語寫作策略>請高手幫忙(要中\英文對照)謝謝了
一、滴水穿石
俗話說「千里之行始於足下」。英語書面的表達能力的形成不是一日之功，也不是一周兩月之功，必須從平時的課堂教學一點一滴抓起，持之以恆，滴水穿石，才有可能最後解決英語書面表達的難題。
高中英語課堂以課文教學為主，結合課文教學抓住學生英語書面表達的難點和關鍵——謂語動詞語義比較語法形式變化，採取多種形式進行寫作的基本訓練，是培養學生英語書面表達能力的主要手段之一。具體做法是：①課文的詞彙教學，不局限於照本宣章，而是結合英語的構詞，同義反義比較，名詞的可數與不可數詞義的區別，加強學生對英語詞形變化的理解，擴充他們的詞彙量，鼓勵他們口筆頭造句，藉此培養學生用完整句子表意的能力。②課文教學的過程讀、寫、聽、說交替。一般聽說在先，讀寫在後。針對寫作訓練的聽、說、讀、寫要注意材料內容的語言形式和課文內容的語言形式要有適當的變化和整體的系統性，以課文內容的提問為例，教師提問用的詞語結構和課文內容相關，但和課文語言所用詞語要有適當的差異，使學生稍加思考能夠理解，為學生同樣意思多種英語近似表達形式添磚加瓦，積累材料，在不知不覺中了解掌握更多的英語語句表達。③指導學生就課文內容進行長句短寫，短句詳寫的口筆頭練習，幫助學生熟練掌握英語中常用動詞句子的結構變化，單句和復句的異同關鍵所在。使用頻率高，結構變化較多的英語常用動詞如Wishhopeexpect之類的動詞要經常反復採用不同形式練習，幫助學生熟練掌握常用動詞句子結構和詞義區別，逐步在心理上樹立用英語造句達意的信心和習慣。④有時結合課文，有時另外補充材料，採用各種形式指導學生改寫、縮寫或連詞完成短文或填詞完成短文。
然而英語課文教學中所進行的以上寫作訓練指導並不解決英語書面表達的全部，這一過程主要抓住英語動詞和單復句的變化，少而精地進行英語書面表達的基礎訓練，為培養學生扎實的語言書面表達能力還需要廣泛的多而雜的英文閱讀。
二、蓄勢待發
「讀書破萬卷，下筆如有神」。這句話生動說明了書面表達和廣泛閱讀的關系。世界著名的外語教學家美國人StephenKrashen在其1993年出版的教學理論力作《Power of Reading——Insight from the research》中指出外語過程中①外語書讀的多的人，其讀寫能力比讀書量少的人強。②第二語言的閱讀量和語言的習得之間有肯定的關系。表明，正確指導學生閱讀是解決詞彙和迅速提高第二語言的有效必由之路。讀書和寫作就好比輸入和輸出，沒有足夠的輸入吸收是不可能有大量的輸出的。
高中學生詞彙量有限，各科作業負擔沉重，英語閱讀必須考慮、難易適當，時間上盡可能不給他們加重額外負擔。經過比較選擇，採用省高校出版社發行的「高中英語泛讀教程」為主，國家級刊物「高中英語畫刊」和全國發行的「中學生報」和「英語輔導報」為輔。這幾種閱讀材料內容廣泛，語言生動，體裁多樣，文章長短適宜，很受學生們的歡迎。時間安排平時利用早自習限時完成，以每分鍾50到100個單詞閱讀量，高三年級每周用兩節課的時間專門用於學生自己自由閱讀英文雜志和報刊，老師個別指導解答問題，一般經過兩學期到三學期的堅持閱讀，學生們就會感到英語常用詞的基本詞義和情景有很大提高。動詞的結構和變換也比較熟悉和習慣了，實際上學生已在不知不覺充滿樂趣地完成了英語詞彙的鞏固強化這個艱巨任務，為用英語進行書面表達積累了必需的詞語、句式和背景方面的材料。學生進行英語閱讀時是否積極主動，滿懷熱情，對於語言材料的理解和吸收極大，若是抱著完成老師作業的態度讀書，就可能出現和尚念經有口無心，前面看過，後面忘光的現象。因此，僅僅為學生選擇適宜有趣的讀物和安排一定的時間還不夠，教師要想法在指導學生閱讀的過程中激發培養學生主動學習外語的興趣，增強學生學外語的自信心，形成良好正確閱讀外文材料的習慣，基本的做法是經常讓學生個別地在自己的同學面前理解，成功地完成有適當難度的英語閱讀問題，老師及時給以鼓勵。
三、提綱挈領
英語書面表達的綜合訓練要提綱挈領是相對省時有效的。尤其高三畢業班時間緊，復習量大，更是如此。這里的「綱」指的是教學大綱和綱要說明要求學生掌握的重要語法概念和書面表達各種不同文體及要求。這里的「領」是說書面表達訓練過程要先口頭訓練，後筆頭訓練，貫穿始終。
以考綱加大綱要求的各種書面表達形式為順序，在高三英語總復習的過程中分別進行專門的寫作訓練指導，目的明確，便於安排；針對性強，容易歸納。每個專項，結合文體，進行先口頭，後筆頭的寫作訓練，可以使學生相互交流，取長補短，集思廣益，
更好地掌握同一話題，文體的多種表達形式和不同的連貫組合。也有利於增強學生書面表達的自信心和准確性，減少不必要的簡單錯誤，實際上等於一種話題和文體進行兩次以上語篇表達訓練，無形中起到鞏固強化作用。以考綱和大綱要求掌握的文體寫通知為例，來說明一下如何進行總復習的寫作訓練：①用投影儀打出同一內容的口頭通知和書面通知比較其格式和句式特點。②讓學生口頭復述同一內容的兩種通知。③教師提供另一內容通知的要求和必要的詞語。④由學生准備個別發言，口頭表達通知要求盡可能用不同的英語句子結構和語序表達類似的內容。⑤教師組織比較學生口頭表達中不同結構和語序的異同和效果。⑥歸納口頭和筆頭通知常用的各種開頭語；中間內容的動詞結構；結尾要求的套話和基本格式。⑦布置口頭筆頭通知的書面練習。⑧收回練習，即時批改，在課堂上交流學生寫的有特色或基本正確的通知。⑨集體或個別翻譯復習通知的開頭、中間和結尾的常用句式。以上具體步驟是學生進行書面表達訓練時採用的基本程序，由此可大概看出書面表達是如何提綱挈領進行訓練的。
First, power of perseverance
As the saying goes "line of beginning the great distance toyou". English written expression ability formation is not merit of thefirst, also is not week two months merit, must grasp bit by bit fromthe usual classroom instruction, perseveres, the power ofperseverance, only then has the possibility finally to solve Englishwritten expression difficult problem.
The high school English classroom by the text teaching primarily, theunion text teaching holds the student English written expression thedifficulty and the key - predicate verb semantics comparisongrammatical form change, adopts the many kinds of forms to carry onwriting the basic training, raises one of student English writtenexpression ability main methods. The concrete procere is: (1) Thetext glossary teaching, does not limit to according to the textproclaims the chapter, but is unifies English the construction word,the synonymy counter- righteousness comparison, the noun may countwith cannot count the word meaning the difference, strengthens thestudent to English morphological changes understanding, expands theirvocabulary, encourages their mouth writing skill to create sentences,to borrow this to train the student to use complete sentence 子表Italy the ability. (2) The text teaching process reads, writes,listens, to say takes turn. Generally hears in first, read-write inafter. Listens in view of the writing training, to say, to read,writes must pay attention to the material content the language formand the text content language form must have the suitable change andthe whole systematic characteristic, take the text content inquiry asthe example, the teacher inquires the words and expressions structureand the text content which uses is related, but uses the words andexpressions with the text language to have to have the suitabledifference, causes the student slightly to ponder can understand,contributes labor and materials for the student similar meaning manykinds of English approximate expression form, the accumulationmaterial, in unconsciously center understood grasps the more Englishsentence expression. (3) Instructs the student to carry on the longverse on the text content short to write, the short phrase detailedwrites the mouth writing skill practice, helps the student skilled tograsp in English the commonly used verb sentence structural change,the sentence and the plicate sentence similarities and differenceskey is at. The frequency of use is high, structural change moreEnglish commonly used verb like W i s h h o p e e x p e c the t and soon verb must frequently repeatedly use the different form practice,helps the student skilled to grasp the commonly used verb sentencestructure and the word meaning difference, graally has theconfidence and the custom in the psychology which creates sentenceswith English to express one's ideas. (4) Sometimes unifies the text,sometimes other supplement material, uses each kind of form toinstruct the student to rewrite, the abbreviation either theconjunction completes the short written work or completes theshort written work.
However in English text teaching carries on above writes the traininginstruction certainly not to solve the English written expressioncomplete, this process mainly holds English verb and Shan Fuju change,carries on the English written expression the fundamentaltraining, for raises the student solid language written expressionability also to need widespread many and mixed English reading.
Second,
"Studies the broken ten thousand volumes, starts writing liketo be bright". This speech vividly showed the written expression andthe widespread reading relations. The world famous foreign languageteaches the scientist American S t e p h e n K r a s h e n theteaching theory strength which published in its in 1993 to make "P o we r o f R e a d i n g - I n s i g h t f r o m t h e r e s e a r c h"center to point out in the foreign language process (1) foreignlanguage book read many people, its read-write ability studied thequantity few people to be stronger than. (2) The second languagereading quantity and the language custom between has the firmlyrelations. Indicated that, correctly instructs student reading issolves the glossary and rapidly enhances the second language theeffective way that must be taken. Studies and writing is just like theinput and the output, not the enough input absorption is impossible tohave the massive outputs.
High school student vocabulary limited, various branches work burdenheavy, English reading must consider, the difficulty is suitable, inthe time does not aggravate the extra burden as far as possible tothem. After the comparison choice, uses the province universitiespublishing house to distribute "the high school Englishgeneral-comprehension reading course" primarily, the national levelpublication "the high school English periodical" and the nationalrelease "the middle-school student reports" and "English auxiliary導報" for auxiliary. These kind of reading material contentwidespread, language vivid, the literature style is diverse, thearticle length is suitable, gains the students popularity very much.The time arrangement usually uses early studies by oneself the timelimit to complete, by each minute 50 to 100 words reading quantity,high three grades each week specially uses in with two classes timestudent freely to read English magazine and the publication, teacherthe particular guidance explanation question, persist reading thegeneral process two semesters to three semesters, the students willfeel the English commonly used word the basic word meaning and thescene have the very big enhancement. The verb structure and thetransformation quite was also familiar and be used to it, in fact thestudent unconsciously feature fun has been completing English glossaryconsolidated strengthened this arous task, for used English to carryon the written expression to accumulate the essential words andexpressions, the sentence type and the background aspect material. Thestudent carries on when English reading whether positive initiative,fills with the enthusiasm, is enormous regarding the language materialunderstanding and the absorption, if hugs is completing teacher thework the manner to study, possibly appears the buddhist priest tochant scripture the lip-service, front has looked, behind forgets thelight the phenomenon. Therefore, merely chooses for the student issuitable the interesting reading material and the arrangement certaintime is also insufficient, the teacher wants the idea in to instructin the process which the student reads to stimulate to train thestudent to study the foreign language on own initiative the interest,strengthens the student study foreign language the self-confidence,forms the good correct reading foreign language material the custom,the essential procere is frequently lets the student indiviallyunderstand in front of own schoolmate, successfully completes has thesuitable difficulty English reading question, teacher promptly givesthe encouragement.
Third, concentrates on the main points
English written expression integrated training needs toconcentrate on the main points is relatively time-saving effective.Especially high three graating classes time tight, the reviewquantity is big, is so. Here "the outline" refers is the program ofinstruction and the summary explained requests important grammarconcept and written expression each kind of different literary styleand request which the student grasps. Here "the collar" is said thewritten expression training process needs first oral to train, thelatter writing skill training, passes through throughout.
Take tests the outline to enlarge the outline request each kind ofwritten expression form as the order, always reviews in the high threeEnglish in the process separately carries on the special writingtraining instruction, the goal is clear about, is advantageous for thearrangement; Pointed strong, is easy to ince. Each special, theunion literary style, carries on first orally, the latter writingskill writing training, may cause the student mutually to exchange,makes up for one's deficiency by learning from others' strong points,profits by opinions from various sources,
Grasps the identical topic well, the literary style many kindsof expressions form and different links up the combination. Also isadvantageous to strengthening the student written expression theself-confidence and the accuracy, reces the nonessential simplemistake, is actual superior carries on two times of above languagesexpressions training to one kind of topic and the literary style,imperceptibly plays the consolidated strengthened role. Take tests theliterary style which the outline and the program request grasps towrite the notice as the example, explained how carries on the writingtraining which always reviews: (1) Splits out the identical contentwith the projecting apparatus the oral notification and the writtennotification compares its form and the sentence type characteristic.(2) Orally let the student repeat the identical content two kind ofnotices. (3) The teacher provides another content notice the requestand the essential words and expressions. (4) Prepares by the studentindivially to speak, the oral expression notice request uses thedifferent English sentence structure and the word order as far aspossible expresses the similar content. (5) The teacher organizes tocompare in the student oral expression the different structure and theword order similarities and differences and the effect. (6) Incesoral and writing skill notice commonly used each kind of 開頭語;Middle content verb structure; Ending request polite talk and basicform. (7) Arranges the oral writing skill notice the written practice.(8) Takes back the practice, revises immediately, exchanges thestudent in the classroom to write has the characteristic or the basiccorrect notice. (9) Collective or indivial translation review noticeopening, middle and ending commonly used sentence type. The mainroutine which above the concrete step is the student carries on whenwritten expression training uses, how from this can probably see thewritten expression is concentrates on the main points carries on thetraining.
❷ 高中英語閱讀教學策略有哪些
淺析高中英語閱讀教學的策略
http://www.yscbook.com/yingyu/fanyi/201203/525165.html
，你還可以進教育界雜志社的官網（
www.jyjzzs.com
）去查看，裡面有很多關於高中英語教學的論文，都是老師發表的職稱論文
❸ 如何指導高中生寫好英語議論文
如何指導高中生寫好英語作文論文導讀:本論文是一篇關於如何指導高中生寫好英語作文的優秀論文範文,對正在寫有關於寫作論文的寫有一定的參考和指導作用,教學策略，但是寫作能力的培養和提高，有賴於扎實的基礎、寫作策略和大量的寫作實踐，僅僅依靠教師的有效教學策略也是不夠的。教師要在教學的過程中，培養學生形成良好的學習策略，如培養他們的寫作構思策略、語篇銜接策略、修改策略等。這些良好的學習策略會讓學生積極主動地完成寫作任務。同時，教師要鼓勵學生進行大量的閱讀，夯 寫作能力訓練是發展學生思維能力和表達能力的有效途徑，是衡量教學效果的標准之一。教育部頒發的《普通高級中學英語課程標准》指出:英語課程改革的重點就是要轉變英語課程過分重視語法和詞彙知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調課程從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑。發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、形成自主學習能力的過程。《新課標》的要求使得轉變傳統的重結果的寫作教學模式顯得尤為必要和迫切。
一、過程寫作教學法
過程寫作教學法是一種強調寫作過程的教學策略。過程是結果的保證，沒有過程中活動的有效展開，就不可能達到預期的效果。提出過程教學法有代表性的學者是弗勞爾和黑斯。他們認為寫作過程是一種復雜的、有目標的、循環往復的活動。這種教學理如何指導高中生寫好英語作文論文資料由.zbjy.提供,地址.論把重點放在關注學生本身及培養學生寫作過程中各種策略的運用和認知活動上，如觀察、描寫學生的寫作過程;在寫作前和寫作後與學生交談，了解他們在完成某項寫作任務的過程中如何處理各個階段出現的理由;系統地對學生的作文進行歷史性的分析從而發現其發展進步的軌跡;從人文的角度研究寫作教學的過程。按照這種理論，學生對想要表達的內容的認識通常是在寫、修改、再寫、再修改的過程中從模糊而不完整逐漸變為清晰而充實的。筆者在寫作教學實踐中，基於過程教學法理論總結了以下幾個有效的課堂寫作教學操作步驟:
❹ 元認知策略訓練在高中英語寫作教學的哪個階段實施效果會更好
閱讀思維能力的訓練有5個方面。1）判斷能力。讓學生通過分析語法結構，推斷版生詞的大意；2）概括能力。權讓學生通過意群來概括段落核心大意，總結出關鍵句；3）辨析能力。讓學生正確判斷選項之間的細微差別，找出與原文相符的答案；4）定位能力。讓學生找到問題選項的在原文中的還原點；5）綜合運用能力：讓學生閱讀文章後能體會、概括出作者的語氣、態度、觀點。具體教學設計，圍繞著5方面針對性的找原文，改編，最重要的是教師要具備獨立編寫閱讀題和設計選項的能力。
❺ 高中英語寫作有效教學策略的實踐與研究 如何有效地
（一）教師以自己為中心， 將自己視為知識的權威和傳授者。
1.
沒有把寫作看做是交際活動。教師沒有站在讀者的角度去看待學生的作文 ， 不去指出學生表達不清或欠妥之處 ， 不能明確提出修改建議。
2.
批改作文時只是訂正學生所犯的語法錯誤。可是寫作並不僅僅是語法練習 ， 好的文章並不只是一些語法正確的句子堆砌的產物。教師應當從兩個角度來批改作文 ：先從語篇層次上看文章內容是否達到表情達意的目的 ， 再在語法層次上進行必要的修改。
3.
沒有把寫作視為認知活動。許多教師在指導作文時只給學生分析一篇範文
， 卻並沒有意識到在向學生提供範文的同時， 必須引導學生注意理解範文中可以為我所用的那些知識或語法 ；引導學生剖析自己的文章 ，
發現存在的問題 ， 然後改正， 並注意在以後的寫作中揚長避短 ， 學以致用。
（二）教學方法不合理。長期以來，
結果教學法在英語寫作課的教學中占據統治地位 ， 教師以講授傳統技法和作品為中心， 片面地強調語言理論知識的輸入 ， 過於注重寫作結果，
輕視寫作過程中的諸多環節。這種教學法的理論基礎是行為主義理論，認為教學過程就是老師給予刺激—學生作出反應的過程， 因而教師主宰了課堂教學 ，
從運用「教師提問 -學生回答」的單一教學模式 ， 到學生參照範文仿寫 ， 再到教師面面俱到地評講那些注滿紅批的作文 ，
學生始終處於思維被束縛、被動接受知識的尷尬境地。建構主義認為 ， 知識昀主要是由學習者個體建構的 ， 而不是由他人傳授的 ，
而且這種建構總是在具體環境中通過互動產生的。語言學習中 ， 學習者不應該被簡單地視為被動接受者 ， 而應積極參與學習活動的計劃和學習效率的評估 ，
否則學生就沒有機會主動地創造和探索。
二、改善當前高中英語寫作教學現狀的方法
1.注重對學生寫作過程的指導
在英語的教學過程中既要注重對學生的語言輸入，
也要注重對學生的語言輸出 ， 這兩個過程都非常的重要 ，
對提高學生綜合語言運用能力都起著重要的作用。而寫作能力正是這種綜合語言運用能力的體現。因此， 在「重結果」之時 ，
更要「重過程」。寫作應包括語言知識、語境知識、寫作目的和寫作技巧等要素。寫作目的、語言知識和語境知識可以為寫作者提供足夠多的輸入 ，
使學習者有話說而寫作技巧的訓練是使學習者知道怎麼說。所以 ， 寫作既是語言輸入的過程，
也是學生按一定技巧建構體裁、內化知識的過程。他們強調的是教師在教學寫作時要注意情景 ， 並幫助學生了解某一體裁的詞彙、語法、篇章結構的特點 ，
然後再運用到具體的寫作中。從圖中可以看出 ， 寫作過程不是單一的個人行為 ，
而是個人與個人、個人與他人、個人與範文、個人與社會多方位的互動過程。
希望能幫助到你，望採納！