档案袋评价在高中英语写作教学中的实验研究

发布时间：2018-02-26 21:04

本文关键词： 形成性评价档案袋评价写作水平写作自我效能感　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课标要求中学生掌握听、说、读、写、译五种基本技能。其中写作是听、说、读、译的综合反映。学生是否能够运用已经掌握了的英语知识和技能进行交流在写作中可以充分的体现出来,从这个意义上来说,写作最能反映一个学生综合运用语言的能力,是对学生要求最高的一个环节,而现实中它却处于薄弱环节。造成这种局面的原因有很多,其中之一便是传统的写作评价方法的弊端。传统的评价方法属于终结性评价,其着眼点是写作结果,而不是写作过程。因此,在传统的评价方法的错误引导下,教师、学校、家长,甚至是学生自己都只把目光投向最终的作文分数,而不是注重加强学生的英语写作能力。久而久之,学生便丧失了写作自信,更阻碍了写作水平的提高。同时,高中是学生学习生涯中一个非常重要的阶段,而高三无疑是重中之重。所以,高三学生的英语写作薄弱问题更有待于得到及时有效的解决。根据这一现状,新课标提倡在日常教学中要把终结性评价和形成性评价相结合。通过形成性评价来展现学生写作的整个过程是一举多得的。一方面,教师可以清楚的掌握每个学生的写作情况,进而及时调整教学安排,另一方面,学生也可以发现自己的优缺点和进步情况。档案袋评价作为形成性评价的形式之一,具有形成性评价的特点,将其用于英语写作教学不失为一个明智之选。本文的目的在于弄清两个问题:(1)与传统的终结性评价方式相比,档案袋评价是否更能提高学生的英语写作水平?(2)与传统的终结性评价方式相比,档案袋评价是否更能提高学生的写作自我效能感?本研究采用了问卷调查法和前、后测,分别用来了解学生的写作自我效能感和写作水平的变化情况。经过六个月的实验,从问卷和前、后测得到的数据可以看出实验班和控制班学生的英语写作自我效能感和英语写作水平都有了提升。但是,在通过档案袋评价进行英语写作教学的实验班,学生们在这两方面的进步更明显一些。这一结果正好支持了作者实验前的假设,证明了档案袋评价在高中英语写作教学中的有效性。本研究除成功回答了研究问题外,还初步显示出了档案袋评价对教育教学其他方面的积极影响。比如,档案袋评价有助于教师持续改善教学;有助于缓和师生关系等。然而,本研究的遗憾之处在于,研究时间有限,档案袋评价对高中写作教学的诸多益处还未能完全展现。因此,希望今后的研究能够弥补这一遗憾。
[Abstract]:The new curriculum requires middle school students to master five basic skills of listening, speaking, reading, writing and translating. The comprehensive reflection of translation. Whether students can use their English knowledge and skills to communicate can be fully reflected in writing. In this sense, writing can best reflect a student's ability to use the language comprehensively. It is the most demanding link to the students, but it is in the weak link in reality. There are many reasons for this situation, one of which is the malpractice of the traditional writing evaluation method. The traditional evaluation method belongs to the summative evaluation. Therefore, under the wrong guidance of traditional evaluation methods, teachers, schools, parents, and even students themselves are only looking at the final composition scores. Instead of focusing on strengthening students' English writing ability, over time, students lose their writing confidence and hinder the improvement of their writing level. At the same time, high school is a very important stage in their learning life. Therefore, the weakness of senior three students' English writing needs to be solved in a timely and effective manner. The new curriculum standard advocates the combination of summative evaluation and formative evaluation in daily teaching. The whole process of students' writing can be demonstrated by formative evaluation. On the one hand, teachers can clearly grasp the writing situation of each student. On the other hand, students can also find their own advantages and disadvantages and progress. As one of the formative evaluation forms, portfolio evaluation has the characteristics of formative evaluation. The purpose of this paper is to find out whether portfolio evaluation can improve students' English writing level better than traditional summative evaluation. (2) compared with traditional summative evaluation, is portfolio evaluation more effective in improving students' sense of self-efficacy in writing? The purpose of this study was to investigate the changes of students' writing self-efficacy and writing level by questionnaire, pre-and post-test. After six months of experiment, the questionnaire and the former were used to investigate the changes of students' writing self-efficacy. The post-test data show that the students in both the experimental and control classes have improved their sense of self-efficacy in English writing and their English writing proficiency. However, in the experimental class where the teaching of English writing is carried out through portfolio evaluation, The results support the author's hypothesis before the experiment and prove the effectiveness of portfolio evaluation in senior high school English writing teaching. It also preliminarily shows the positive impact of portfolio evaluation on other aspects of education and teaching. For example, portfolio evaluation helps teachers to continuously improve their teaching, helps to ease teacher-student relations, etc. However, the regret of this study is that, The research time is limited, and many benefits of portfolio evaluation for senior high school writing teaching have not been fully demonstrated. Therefore, it is hoped that future research can make up for this regret.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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