摘要
本文以"融合修辞教学的过程性写作教学"为教学干预手段,运用学生习作样本、问卷调查、访谈等研究方法,对44名高一学生开展为期10周的行动研究.结果显示,该教学干预能增强学生在英语作文中的修辞表达意识,能在一定程度上帮助学生提高作文中的修辞使用频率,对学生创新思维的核心内容"想象力"的发展有一定的促进作用.
This article is a ten-week action research on 44 Senior One high school students,in which a process approach to writing integrated with figures of speech is employed as a teaching method and students’compositions,questionnaires and interviews are used as research instruments.The results show that the method can raise the students’awareness in expressing figuratively,and increase the frequency of their using figures of speech in English compositions to a certain extent.This method of teaching can also exploit the students’imagination and the core of innovative thinking in a certain sense.
作者
梁茜
王强
LIANG Qian;WANG Qiang
出处
《基础外语教育》
2020年第4期40-45,107,共7页
Basic Foreign Language Education
基金
2019年四川师范大学教务处教改项目“以社会服务为依托的混合式师范生教学技能实训模式研究”的阶段性成果。
