师生合作评价机制对不同性格学生英语写作能力影响的实验研究

发布时间：2018-03-16 07:40

本文选题：师生合作评价机制　切入点：产出导向法　出处：《中北大学》2017年硕士论文　论文类型：学位论文

【摘要】：写作作为语言的主要技能之一,在语言学习中具有重要的作用,是学习者语言综合能力的体现。写作能力的内涵涉及到:语言知识能力、谋篇布局能力、社会文化视角以及具有一定的写作策略等。雅思测试数据表明,在听说读写四项基本技能中,中国学生英语写作成绩最低,凸显其写作能力偏低的现实。因此,如何提高学生英语写作能力已然成为亟待学者们研究的主要话题之一。在过去的几十年里,英语教育工作者尝试并创新了多种写作教学方法与理论。例如:结果导向法、过程写作法等。与此同时,众多学者还积极探索影响学生写作能力的因素,包括学习者的母语水平、二语水平以及对学习者的写作评价等。其中,对评价反馈的研究硕果颇丰。多项研究表明不同种类的评价均能影响学生的写作能力,包括教师评价、自我评价、同伴互评、计算机自动评价以及多元评价。不同类型的评价方式有其各自的优缺点。然而,目前我国大部分高校英语教学呈现的现状是:课堂学生人数多,教师很难逐一评价学生写作。为解决这一窘境,整合及优化各类型评价方式,文秋芳教授在2016年提出了师生合作评价机制,包含教师评价、自我评价、同伴互评。鉴于师生合作评价机制需要将学生分组并进行课堂讨论,学生的性格类型需要得到教师重视。因此,本文将研究师生合作评价机制是否对不同性格类型学生的英语写作能力有显著影响,并探索在写作教学中如何优化该评价机制,以便弥补当前的研究空白,为如何提高学生写作能力提出理论框架。具体研究问题如下:1.与教师评价相比,师生合作评价机制是否更显著提高内向性格学生的英语写作能力?2.与教师评价相比,师生合作评价机制是否更显著提高外向性格学生的英语写作能力?3.学生对师生合作评价机制的态度如何?本研究的研究对象为太原工业学院2016级大一新生,两个班均为自然班。实验组采用师生合作评价机制,控制组采用教师评价机制。实验组和控制组的教学工作由研究者本人承担。实验周期为12周。前测数据表明,两组学生英语写作能力无显著性差异。为确保研究结果更加真实、具有说服力,本研究采取了定量研究与定性研究相结合的研究方法,包括教学实验、问卷调查及结构化访谈。研究结果表明:1.与教师评价相比,师生合作评价机制对内、外向性格学生的英语写作能力均有更为显著的积极影响。2.与内向学生相比,师生合作评价机制对提高外向学生英语写作能力的效果更为显著。3.学生对师生合作评价机制态度基本一致,均认为该评价机制对提高其英语写作能力有帮助。此外,加强教师的指导作用,按照性格类型分组以及建立写作档案袋、鼓励学生课后反思是英语写作课堂下优化师生合作评价机制的有效途径。
[Abstract]:As one of the main language skills, writing plays an important role in language learning and is the embodiment of learners' comprehensive language competence. The IELTS test data show that Chinese students have the lowest scores in English writing among the four basic skills of listening, speaking, reading and writing, which highlights the fact that their writing ability is on the low side. How to improve students' English writing ability has become one of the most important topics for scholars to study. In the past few decades, English educators have tried and innovated a variety of writing teaching methods and theories, such as the result-oriented approach. At the same time, many scholars also actively explore the factors that affect students' writing ability, including the learners' native language level, second language level and the evaluation of learners' writing. Many studies have shown that different types of evaluation can affect students' writing ability, including teacher evaluation, self-evaluation, peer evaluation. Different types of evaluation methods have their own advantages and disadvantages. However, the present situation of English teaching in most colleges and universities in China is as follows: there are many students in the classroom. It is very difficult for teachers to evaluate students' writing one by one. In order to solve this dilemma and integrate and optimize all kinds of evaluation methods, in 2016, Professor Wen Qiufang put forward the evaluation mechanism of teacher-student cooperation, which includes teacher evaluation and self-evaluation. Peer evaluation. Since the evaluation mechanism of teacher-student cooperation needs to group students into groups and discuss in class, students' personality types need to be taken seriously by teachers. This paper will study whether the evaluation mechanism of teacher-student cooperation has a significant impact on the English writing ability of students of different personality types, and explore how to optimize the evaluation mechanism in writing teaching in order to make up for the current research gaps. The specific research questions are as follows: 1. Compared with the teacher evaluation, is the teacher-student cooperation evaluation mechanism more significant to improve the English writing ability of introverted students? 2. Compared with teachers' evaluation, does the evaluation mechanism of teacher-student cooperation improve the English writing ability of extroverted students? 3. What is the attitude of students to the evaluation mechanism of teacher-student cooperation? The subjects of this study are the freshmen of Taiyuan Institute of Technology in 2016. Both classes are natural classes. The experimental group adopts the evaluation mechanism of teacher-student cooperation. The teachers' evaluation mechanism was used in the control group. The teaching work of the experimental group and the control group was carried out by the researcher himself. The experimental period was 12 weeks. The pre-test data showed that there was no significant difference in the students' English writing ability between the two groups. Persuasively, this study adopts a combination of quantitative and qualitative research methods, including teaching experiments, questionnaires and structured interviews. The results show that the evaluation mechanism of teacher-student cooperation is internal compared with teacher evaluation. The English writing ability of extroverted students has a more significant positive effect. 2.Compared with introverted students, The evaluation mechanism of teacher-student cooperation has a more significant effect on improving the English writing ability of outgoing students. 3. The students have the same attitude towards the evaluation mechanism of teacher-student cooperation, and all of them think that the evaluation mechanism is helpful to improve their English writing ability. It is an effective way to optimize the evaluation mechanism of teacher-student cooperation in English writing classroom by strengthening teachers' guiding role grouping according to personality types and establishing writing portfolio and encouraging students to reflect after class.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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