教师反馈归因对小学生英语学习动机的影响

发布时间：2018-06-21 18:59

本文选题：教师反馈 + 努力归因反馈　；参考：《上海师范大学》2017年硕士论文

【摘要】：教育评价一直受到教育界关注。评价作为一种教育手段,最终目的是为了促进学生更好的发展。它也是为了更好的遵循学生的身心发展规律,有效引导广大小学英语教师准确把握课程标准规定的内容与要求,促进学生健康持续发展的一种有效途径。伴随着小学英语新课标的深入和素质教育的推广,更多的人开始关注以学生为中心的形成性评价的促进性作用。本文从形成性评价的角度出发,关注其中重要的一环——教师反馈归因对学生学习动机产生的影响,研究应采取怎样有效的教师反馈来增强学生的学习动机,以此改善目前小学英语教学形成性评价中的教师反馈。本文首先概述了近年来国内外学者对于形成性评价的研究,包括形成性评价的内涵、功能和形式,接着在此基础上,探索教师应如何促进形成性评价,尤其是教师反馈这一部分,因为它是当前形成性评价中至关重要的一部分。然后在分析了教师反馈的内涵、功能和形式的基础上,采用Schunk提出的以努力为归因理论的教师反馈分类,根据不同形式的教师反馈对小学生英语学习动机产生的影响,从理论层面进行了探讨。在接下来的内容中,作者对小学四年级三个平行班的学生进行了为期一个学期的相关对照试验研究和学生访谈:同一位英语教师在将形成性评价融入到平时的英语教学中时,对三个平行班级的学生采取不同形式的教师反馈。实验结果显示:强调教师反馈的形成性评价确实在不同程度上增强了学生的英语学习动机,而在三种不同的教师反馈中,将学生的表现归因于努力的教师反馈比把学生的表现归因于能力的教师反馈或一般的教师反馈更有效地增强了学生英语学习的动机。在理论和实验相结合的基础上,作者在全文最后提出了关于形成性评价和教师反馈的一些建议:形成性评价和终结性评价相结合的评价模式是当前帮助学生身心健康发展的最好模式;在形成性评价中应该强调教师反馈的作用;教师提供反馈时应该以学生为中心,并把学生的表现归因于努力,这样的教师反馈能够更有效地增加学生学习的动机。
[Abstract]:Educational evaluation has been concerned by the educational circles all the time. Evaluation as a means of education, the ultimate purpose is to promote the better development of students. It is also an effective way to follow the rules of students' physical and mental development, to guide English teachers to grasp the contents and requirements of curriculum standards, and to promote the healthy and sustainable development of students. With the deepening of the new English curriculum and the promotion of quality education, more and more people begin to pay attention to the promotion of student-centered formative evaluation. From the perspective of formative evaluation, this paper focuses on the influence of teacher feedback attribution on students' learning motivation, and studies how to adopt effective teacher feedback to enhance students' learning motivation. So as to improve the teacher feedback in the formative evaluation of English teaching in primary schools. This paper first summarizes the research on formative evaluation in recent years, including the connotation, function and form of formative evaluation, and then explores how teachers should promote formative evaluation. In particular, teacher feedback is a critical part of the current formative evaluation. Then, on the basis of analyzing the connotation, function and form of teacher feedback, the author adopts Schunk's classification of teacher feedback based on the attribution theory of effort, and according to the influence of different forms of teacher feedback on pupils' English learning motivation. It is discussed from the theory level. In the following part, the author conducted a one-semester comparative study and student interviews among the students in three parallel classes of grade four in primary schools: the same English teacher was involved in the formative evaluation of English teaching. Take different forms of teacher feedback for students in three parallel classes. The experimental results show that the formative evaluation of teacher feedback enhances students' motivation in English learning to some extent, while in three different types of teacher feedback, Teachers' feedback, which ascribes students' performance to hard work, is more effective than teachers'or general teachers' feedback in attributing students' performance to their abilities. Based on the combination of theory and experiment, Finally, the author puts forward some suggestions on formative evaluation and teacher feedback: the combination of formative evaluation and summative evaluation is the best model to help students' physical and mental health development; In formative evaluation, teachers should emphasize the role of teacher feedback, and teachers should focus on students when providing feedback, and attribute students' performance to effort. Such feedback can increase students' learning motivation more effectively.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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