档案袋评价运用于小学英语口语教学的行动研究

发布时间：2018-05-22 16:08

本文选题：档案袋评价 + 小学英语口语教学　；参考：《苏州大学》2015年硕士论文

【摘要】：《义务教育英语课程标准(2011年版)》(以下简称《标准》)指出,义务教育阶段的英语课程具有工具性,口语学习是小学生英语学习的一个重点。然而,从笔者任教的班级中发现,学生的口语学习情况却不容乐观。学生口语能力弱,对口语学习不感兴趣,缺少学习口语的动机和策略。现行的口语评价方式单一或缺失是导致小学生英语口语问题的根源。档案袋作为一种新型的评价方式,是《标准》中提倡的形成性评价方式的一种。在国内,越来越多的学者和教育工作者将档案袋评价应用于小学阶段各个学科中,然而,在小学英语口语方面采用档案袋评价的研究和实践却为数不多。行动研究作为理论和实践连接的桥梁,为教师提供了系统性研究步骤的理论指导,帮助教师解决实际的教学问题。因此,本研究以档案袋评价的理论为基础,结合小学英语口语教学,以苏州市一所普通小学六年级学生为研究对象,采用调查问卷、口语测试、访谈和教师日志为研究工具,进行一项为期16周的行动研究。旨在探索小学英语口语教学的有效途径,培养学生对口语学习的兴趣,改善学习策略和提高学生口语能力。本研究遵循王蔷(2014)开放型行动研究模式的步骤:第一步为初期调查,从发现问题、提出假设、调查研究到重新确定本次的研究问题。第二步在收集和阅读相关文献的基础上,设计和实施行动计划,并在实施过程中收集数据,分析数据并做出调整。行动研究开展了两轮。第一轮行动研究中,根据实施过程中收集到的反馈中发现了优势与不足。不足在于:口语活动没有照顾到各个层次的学生和评价标准不细致以及评价监控和反馈不够。在第二轮行动研究中,调整和改善了口语活动的细节和档案袋评价的标准细则,采取措施保证多方真实的、及时的评价反馈。在观察、收集和分析数据后,结果表明:档案袋评价在一定程度上促进了英语口语教学和学习,提高了学生口语水平,增强了学生的深层动机,改善了学生的学习策略。同时,提高了教师的理论水平和探究能力,促进了自身的专业发展。本研究的启示是:可以采用行动研究指导教师解决一些实际的教学问题。在小学英语口语教学中,可以采取档案袋评价方式,注重形成性评价与终结性评价相结合,注重对学生学习兴趣的培养和学习策略的指导。本研究采用的行动研究方法和档案袋评价体系对其他教师具有参考和借鉴意义。
[Abstract]:English Curriculum Standard for compulsory Education (2011 Edition) (hereinafter referred to as "Standard") points out that the compulsory education stage of English curriculum is instrumental, oral learning is a focus of primary school English learning. However, from the class I teach, students' oral English learning is not optimistic. Students' oral ability is weak, they are not interested in oral English learning, and they lack motivation and strategy to learn oral English. The single or missing oral evaluation method is the root of oral English problems of primary school students. As a new evaluation method, portfolio is one of formative evaluation methods advocated in Standard. In China, more and more scholars and educators apply portfolio evaluation to various subjects in primary school. However, there are few researches and practices on portfolio evaluation in primary English spoken English. As a bridge between theory and practice, action research provides theoretical guidance for teachers in systematic research steps and helps teachers solve practical teaching problems. Therefore, based on the theory of portfolio evaluation, combined with oral English teaching in primary schools, this study takes the sixth grade students of an ordinary primary school in Suzhou as the research object, using questionnaires, oral tests, interviews and teachers' journals as research tools. A 16-week action study was conducted. The purpose of this paper is to explore the effective ways of oral English teaching in primary schools, to cultivate students' interest in oral English learning, to improve learning strategies and to improve students' oral ability. This study follows the steps of Wang Qiang's 2014) open action research model: the first step is the initial investigation, from discovering the problem, putting forward the hypothesis, investigating the research to redefining the research question. The second step is to design and implement the action plan on the basis of collecting and reading the relevant documents, and to collect, analyze and adjust the data in the process of implementation. The action study was carried out in two rounds. In the first round of action research, the advantages and disadvantages were found according to the feedback collected during the implementation process. The shortcomings are that oral activities do not take care of students at all levels and evaluation criteria are not detailed, and evaluation monitoring and feedback are not enough. In the second round of action research, the details of oral activities and the standard rules of portfolio evaluation are adjusted and improved, and measures are taken to ensure real and timely feedback. After observing, collecting and analyzing the data, the results show that the portfolio evaluation promotes oral English teaching and learning to some extent, improves the students' oral English level, strengthens the students' deep motivation and improves the students' learning strategies. At the same time, it improves teachers' theoretical level and inquiry ability, and promotes their own professional development. The enlightenment of this study is that action research can be used to guide teachers to solve some practical teaching problems. In oral English teaching in primary schools, portfolio evaluation can be adopted, combining formative evaluation with summative evaluation, fostering students' interest in learning and guiding learning strategies. The action research method and portfolio evaluation system adopted in this study have reference and significance for other teachers.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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