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題名 | 當前中國大陸新聞改革的發展取向= |
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作者 | 高哲翰; |
期刊 | 中國大陸研究 |
出版日期 | 19930300 |
卷期 | 36:3 1993.03[民82.03] |
頁次 | 頁73-79 |
分類號 | 891.0232 |
語文 | chi |
關鍵詞 | 中國大陸; 新聞改革; |
中文摘要 | 在過去十年,寫作理論由強調以範文引導寫作結果轉移至以強調以老師引導學生 思考之過程寫作,進而轉為強調以寫作本身來達到社會溝通的功能寫作。就一般而言,許多 當今有關寫作教學之研究及在寫作過程及功用之策略方面提供新的訊息。然而,無論是傳統 寫作策略或是新式寫作策略,在英語作文教學課堂上都沒有特定的優點及缺點,因其優點及 缺點之表現要視課堂上許多因素而定,特別是社會、心理及語言學之因素。 為了要了解國內高中英語教師之寫作教學策略以及其所根據之寫作理論,本研究經由問卷方 式,收集國內十八所高中一百廿八位英語教師之寫作指導經驗及意見,歸納分析結果,以作 為英語教師在設計或評量寫作教學策略之參考。根據本研究之發現,大多數的高中英文老師 使用引導式教學法,而少數使用完句或連句寫作教學法以及自由寫作教學法,原因是引導式 寫作教學法易於讓學生掌握寫作模式,但若依賴寫作模式過度,唯恐會抹煞學生的創造力, 而流於另一種型式的翻譯,因此,許多用引導式教學法的老師也在尋找一些補救寫作教學理 論及策略。 由於沒有一種寫作教學理論或策略有特定的優點及缺點,老師不必將自己侷限在某一寫作教 學法內,而應綜合許多寫作教學理論及策略之優點,彈性運用在英語寫作教室內,並且經常 更新教學法以配合現念了解英語寫作過程及實際教學之情況。 |
英文摘要 | Over the past decade, discourse has shifted from an emphasis on written products as outcomes of a model approach to instruction to a process approach where teachers provide instruction and responses to writing at each stage. And it also shifts to communicative approach with the focuses on some language functions in appropriate social context. Generally, a number of further experimental studies and theories on the writing instructional approach shed new light on the writing process and its functions in various writing strategies. No matter the traditional strategies or the innovative strategies, there are no definite positive or negative values and effecrs on the practical teaching in an EFL composition classroom. Since there are both benefits and limitations in each strategy and the effects of the practice of the strategy depend on various factors, the socio-psycholinguistic factors, in a classroom. In order to understand the writing theories and strategies of the EFL teachers in senior high schools in Taiwan and help them to make clear values of some strategies and their relevant theories, one hundred and eighteen teachers ideas and values of their writing strategies from eighteen senior high schools in Taiwan were conducted via questionnaires and analyzed. According to the finding of this research, the teachers tended to use guided writing approach and strategies more than sentence completion/sentence combination, and free writing ones because of the easy-to-control of the writing model. However the danger of the varied type of translation at the cost of students' creative ability in guided writing stimulated the teachers to look for some other remedial writing approaches and strategies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。