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1、大部分的高中學生的英語寫作技巧有待提高，這成為了學習英語的巨大瓶頸。即使部分英語教師在學生寫作能力的培養(yǎng)方面采用不同的教學模式進行改良，而學生在考試中表現(xiàn)出的英語寫作水平依舊不盡如人意。本文希望通過在高中生英文寫作課程的講課過程中引入過程寫作的概念，進而達到提高學生英語寫作水平的目的。在研究過程中對學生采用如上的方法進行教育并對學生進行課堂效果、學生接納程度以及學生英語寫作成績等多個指標進行觀察與統(tǒng)計進而表征過程寫作教育模式的有效性。研
2、究對象為筆者所帶高中的28位學生，在教學方法的實現(xiàn)方面主要以對學生實施過程寫作課程，課程的基本安排遵循著“pre-writing，drafting，revising，editing，publishing”五部分進行，培訓時間持續(xù)一年，期間對學生的各種學習指標進行總結與分析。利用學生的英語寫作成績、調查問卷以及針對課堂的相關訪談獲得的基本數據進行分析，得到了在利用過程寫作訓練的學生中不僅在寫作成績方面有明顯的提高而且能夠極大的降低同學對于
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