教师指导与学生学术英语写作能力发展——“学术英语阅读与写作课程”的反思性教学研究

Instructor's Guidance and Students' Academic English Writing Competence Development:Reflective Classroom Research on an Academic English Reading and Writing Course

本研究为反思性课堂教学研究,采用质性个案研究方法,分析了教师指导对学生学术英语写作能力发展的影响。为了探索适合我国英语学习者提高学术英语写作能力的教学方法,笔者融教学与研究为一体,收集了教案、教学材料、学生作业、学生反思日志等多种数据。在教学中,笔者遵循深入浅出、学以致用、过程监控的教学原则,给学生创造了互相学习的机会。经过一个学期的训练,学生不仅在学术英语写作能力方面显著提高,而且学会思考与合作,能够勇敢面对挑战,并对学术研究产生了兴趣。

This paper reports a reflective classroom re- search. Taking a qualitative case study approach, this study examined the effect of instructor＇s guidance on students＇ academic English writing competence develop- ment. To explore the proper teaching methods of impro- ving Chinese EFL learners＇ competence in academic Eng- lish writing, I integrated teaching with research, collecting multiple sources of data including my teaching plans and teaching materials, student assignments and student reflec- tive journals. In my teaching, I followed the principles of using case analysis, learning by doing, and monitoring the learning process, creating opportunities for students to learn from each other. Through one-semester practices, the students not only made great progress in academic English writing, but also learned to think and cooperate with peers and face challenges bravely, and initiated interest in re- search.