高中英語寫作案例分析
對於自己的英語寫作進行分析評定，有利於提高我們高中英語寫作的把握能力。下面是本站小編給大家整理的高中英語寫作案例分析，供大家參閱!
寫作一直是中學階段英語教學的重頭戲，同時也是問題存在比較多的地方。通過近幾年高中英語寫作課的課堂教學實踐，並結合高中學生在英語寫作中所表現出的問題，我發現將過程教學法應用於寫作指導中的效果更明顯，尤其是應用於寫前準備階段，更有利於培養學生的寫作興趣、參與意識和合作意識。過程教學法將寫作大致分爲三個階段：寫前階段、寫作階段和文章修改。這三個階段是一個循環的過程，教師的反饋和指導一直貫穿其中，學生則應當不斷地閱讀自己的文章，結合教師的意見對文章進行修改。
俗話說，“萬事開頭難”，寫作也是這樣的。寫前階段作爲寫作的初始階段，對後面的整個過程起着至關重要的作用。在這個階段中學生應當考慮三個方面的問題：寫作的主題、寫作的目的以及文章的讀者。寫前階段的準備工作可以給學生提供充分的思考，讓學生做到胸有成竹，動筆寫的時候就會文思泉涌。
高中英語寫作案例分析下面這個教學案例是實踐中的一部分,這個案例中寫前階段的信息輸入是選取了brainstorming這種形式。
(一)寫作話題的選取
爲了更好的貼近學生的生活，我選取了一個與學生息息相關的一個話題：Freedom。廣州是一個大都市，學生們就生活在這樣一個氛圍中，對於不同學校的管理制度有不同的看法。這堂課主要採取的是小組討論發言的形式，將全班同學每四人分爲一個小組，讓每個小組先內部討論然後再發言。
(二)寫作話題的討論
目前，許多學校對學生採取封閉式管理，學生對此看法不一。請根據下表所提供的信息，寫一篇短文，談談自己的看法。(字數：150左右)
我每提出一個問題會給大家幾秒鐘的時間思考，這些問題果然起到了拋磚引玉
的作用，學生們開始變得活躍起來。接下來是brainstorming時間，我要求學生大膽地把跳入自己腦海的關鍵詞或者是短語說出來，不必考慮語法問題，也不必爲發音不準確而難爲情。學生的思維是活躍的，最有創造性的。以下是學生考慮到因素和老師的提示：
第一段:有的同學認爲:
1.學校限制我們的自由.
2.學生和社會接觸少.
3.學生的興趣和愛好得不到充分的發展.因此…
第二段:有的同學認爲:
4.學校是學習知識的地方.
5.學生應該安心在學校裏學習.
6.學生缺乏自覺性,離開了老師,可能會….
第三段:你的看法:
7.呈現觀點:贊成哪一方?
8.說明理由/提出措施
③Thinking of key points/phrases :
the students work in groups of four to get the key words of each point orally.
2. Ask several students to report their answers to the rest of the class. Present these key words and phrases to the whole class. (Point 7&8 is flexible, encourage students to express whatever they want to say freely. If they can’, Chinese is also allowed.
④Forming sentences (pay attention to the use of conjunction)
Ask students to say sentences one by one according to the points given.
Three keys to improving your composition:
A. Learn to use superior phrases.
B. Learn to use abundant sentences.
Change sentences : (Present some typical sentences written by the students to the
class. Ask students to use superior phrases or sentences to change the sentences) ⑴. In addition, students don’t have the ability to control themselves.
→In addition , students lack the ability to control themselves. /In addition, students can’t manage themselves well due to a lack of self-control.
⑵ They may play computer games and forget to study.
→They may spend much time playing computer games instead of studying. /They may get addicted to playing computer games instead of studying hard.
⑶ In school we should study hard.
→ In school we should concentrate on/be absorbed in /devote our body and soul to studies.
⑷ Keep students in school all day are bad for students.
→It’s bad to keep students at school all day.
⑸School is the best place to get a lot of knowledge, students should put their heart into their studies in school.
→School is the best place to get a lot of knowledge so that students should put their heart into their studies in school.
⑹Some students can’t behave themselves well but for teachers remind us.
→Some students couldn’t have behaved themselves well but for/without teachers’ help ./Some students can’t behave themselves well unless teachers remind us to do so .
⑺Some students leave the school may do something unrelated to their studies. →Once they leave school, they may do something unrelated to their studies. ⑻We can only enjoy ourselves when we have school holidays..
→Only when schools break up can we enjoy ourselves.
5. Fill in the blanks: Present the model one (without some conjunction )to the whole class, ask students to fill in suitable conjunction ,
Nowadays a lot of schools keep their students in school all day long. Students have different opinions about it.
Some of the students think they enjoy less freedom , and have little chance to get in touch with society are not able to fully develop their interests and
hobbies ,______they have less interest in their studies.
Some other think school is the best place to get knowledge _________they should put their heart into their studies.________, Some students lack the ability to control themselves ._______out of school, they may lose control of themselves and do something that will affect their studies.
_________, it is necessary to keep students at school .________at the same time schools should organize various activities ______ students can enjoy their school life.
(三). 反饋
1. Let the students work in groups to correct each other’s composition and try to find out as many mistakes as they can.
2. Classify the typical mistakes.
(四). 建議
1. Remember as many words and phrases as you can .
a good knowledge of language points.
tise more
te good passages regularly.
a lot of reading
三、對教學的啓示
我在教學中儘量給出多種題材，讓學生有機會接觸到不同類型的話題，而在寫前階段的訓練中除了常用的Brainstorming之外也會採用job list、free writing、圖片激發、背景知識輸入等形式來激發學生的想象力。通過課後與一些學生的談話，我發現，大部分學生開始時對這樣的課有一定的排斥，不太積極表達自己的觀點，但在經過三至四次課之後就會變得活躍起來，他們認爲教師對他們思維的開拓是寫作的至關重要的一步。
當然寫作水平的提高不是立竿見影的，它需要持之以恆的訓練和練習，不僅需要教師課前精心準備寫作話題，也需要學生的配合。因此，教師在教學的過程中應當不斷提醒學生英語寫作的重要性，並且要將寫作的三個過程融爲一體。在學生構思完成習作的基本框架之後，教師應當及時向學生傳授寫作技巧，並提供一些可能會用到的基本句型、短語和習慣表達方法，供學生參考。
綜上所述，過程教學法在寫前階段的應用還是值得推廣的，它是對學生寫作的興趣以及寫作自信心的提升的一個很好的平臺。在寫作教學中應當堅持以學生自己思考爲主、教師引導爲輔的學習模式，通過拓寬學生的思路來逐步提高學生的寫作水平。
