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将2010级非英语专业的4个民族班的新生划分为2个实验班和2个控制班进行对比研究,检测图式理论教学模式的效度。控制班采用传统的常规教学模式。实验班以认知图式理论为指导,比较写作语言、内容和形式三方面,对写作教学进行实证研究。研究表明:两组民族学生写作词汇没有太大改善,内容有所提高,结构明显改善。这说明图式写作教学对学生写作结构影响较大,提高形式图式较内容和词汇图式较容易。
The freshmen of 2010 national non-English majors in 4 ethnic groups were divided into two experimental classes and two control classes for comparative study to examine the validity of the schema theory teaching model. Control class using the traditional mode of teaching. The experimental class guided by the cognitive schema theory, comparing the writing language, content and form three aspects, the writing teaching empirical research. The research shows that there is not much improvement in writing vocabulary between the two groups of ethnic students, the contents are improved and the structure is obviously improved. This shows that the teaching of graphic writing has a great influence on the composition of students’ writing, and it is easier to improve the formatting than the content and vocabulary.