档案袋评估在高中英语阅读教学中的应用研究

发布时间：2021-04-27 02:09

　　评估在英语阅读教学中具有不可替代的作用,而且有助于提升个人语言能力。现今的《普通高中国家课程标准》提出,教师应该利用有效的评估方法来培养学习者的阅读能力。然而,传统的评估模式,特别是结果性评估,是令人不满意的。在这种评估方式下,结果性测试是评价学生阅读能力的唯一标准,其忽视了阅读过程的重要作用例如积累阅读策略。然而,阅读策略被认为是提升阅读能力的有效途径。结果大部分学生的阅读理解水平有限,甚至他们中的一些人害怕阅读。作为形成性评估的一种,档案袋评估可以关注整个学习过程从而有效地弥补了传统评估的不足。本研究将档案袋评估模式应用到高中英语阅读教学中,旨在观察学生们的阅读理解能力（成绩）是否提升,阅读策略的使用状况是否改善。本文试图回答以下研究问题:1.档案袋评估能够提升学生们的阅读理解能力吗?2.档案袋评估在多大程度上能够改善阅读策略的使用状况?为了解决研究问题,作者开展了为期5个月的实验研究。83名参与者均来自辽宁省锦州市第二高级中学高一年级随机选取的两个平行班级。控制班级（41人）进行传统评估方式教学,实验班（42人）应接受档案袋评估模式教学。实验工具包括测试、问卷和访谈。SPSS19... 

【文章来源】：渤海大学辽宁省

【文章页数】：69 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Brief introduction to formative assessment
        2.1.1 The concept of formative assessment
        2.1.2 The types of formative assessment
    2.2 The introduction to portfolio assessment
        2.2.1 The concept of portfolio assessment
        2.2.2 The types of portfolio assessment
        2.2.3 The contents of portfolio assessment
    2.3 Theoretical foundations of portfolio assessment
        2.3.1 Constructivism
        2.3.2 Multiple Intelligence （MI） theory
        2.3.3 Humanistic theory
    2.4 Reading ability
    2.5 Reading strategies
        2.5.1 The definition of reading strategies
        2.5.2 The classifications of reading strategies
    2.6 Related research on portfolio assessment in reading
        2.6.1 Related research abroad
        2.6.2 Related research at home
    2.7 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Pretest
        3.3.2 Questionnaire
        3.3.3 Posttest
        3.3.4 Interview
        3.3.5 SPSS 19.0
    3.4 Framework of reading portfolio
        3.4.1 Goals of reading portfolio
        3.4.2 Contents of reading portfolio
        3.4.3 Evaluation criteria of reading portfolio
        3.4.4 Assessment methods of reading portfolio
    3.5 Research procedures
        3.5.1 Pre-test
        3.5.2 Pre-questionnaire
        3.5.3 Assessment in CC
        3.5.4 Assessment in EC
        3.5.5 Post-test
        3.5.6 Post-test questionnaire
        3.5.7 Interview
    3.6 A sample of reading portfolio
    3.7 Data collection
Chapter Four Results and Discussion
    4.1 Results and discussion of tests
        4.1.1 Results and analysis of pre-test in EC and CC
        4.1.2 Results and analysis of post-test in the CC and EC
        4.1.3 Discussion of test
    4.2 Results and discussion of questionnaires
        4.2.1 Results and analysis of pre-questionnaire in EC and CC
        4.2.2 Results and analysis of post-questionnaire in EC and CC
        4.2.3 Results and analysis of questionnaires in EC
        4.2.4 Results and analysis of questionnaires in CC
        4.2.5 Discussion of questionnaires
    4.3 The results and discussion of the interview
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the study
    5.4 Suggestions for future studies
Bibliography
Appendix Ⅰ Pre-test
Appendix Ⅱ Questionnaire
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ A sample of reading portfolio
Acknowledgements
The list of the research papers published by the author



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