多元评价在高中英语写作教学中的应用研究

发布时间：2018-04-15 07:20

本文选题：多元评价 + 高中英语　；参考：《四川师范大学》2015年硕士论文

【摘要】：英语写作是学生英语综合能力的体现,也是英语学习的四项基本技能之一。长期以来,写作教学一直是高中英语教学中的一个重点和难点。然而,从四川省近几年的高考情况来看,学生的写作成绩并不太理想,书面表达成为失分较多的题型之一。如何有效地提高学生的英语写作水平已成为师生们日益关注的问题。作为写作教学的一个重要环节,写作评价的方式与效果直接影响到学生的写作动机和写作态度。然而传统的以教师为中心的写作评价方式单一而机械,它只强调了评价结果,而忽视了评价过程和学生在学习中的主体地位。这不仅不利于学生写作学习的能动性和创造性的培养,而且逐渐的降低了学生的写作动机和写作兴趣。教育部颁布的《普通高中英语课程标准》(2003)明确倡导形成性评价和终结性评价相结合的评价体系,鼓励学生,同伴,教师共同关注和参与评价,从而实现评价主体的多元化和评价方式的多元化,使评价真正的关注到学生学习的过程,情感和策略,起到激励学生学习的作用。因此,构建高中英语写作教学多元化评价体系就显得尤为紧迫和重要。目前多元评价在高中英语写作教学中的应用研究还略显不足。本研究在英语写作教学过程中结合教师评价,自我评价和同伴评价,开展为期三个月的阶段性应用研究,旨在探讨多元评价对高中英语写作教学的影响,论证以下三个问题:1.学生对目前英语写作教学和多元评价方式的态度如何?2.多元评价对学生的英语写作水平有怎样的影响?3.多元评价对学生的英语写作学习策略和合作精神有何影响?本研究在立足以往对多元评价的研究基础之上,设计了问卷表、作文评分量表和自我,同伴,教师评价表,利用问卷调查,对比实验和访谈来解决以上三个方面的问题。研究结果表明,与控制班相比较,实验班学生的写作兴趣和写作能力都得到了较大的提高。在运用多元评价的过程中,学生还养成了更好的写作学习习惯和策略,自主学习和合作学习的能力也得到了相应的提升。由此可见,多元评价可以成为调动学生积极参与写作学习的有效机制,帮助学生更加清楚自己写作中的优势与不足,明确改进的方向。同时,它还有助于教师更新写作教学方法并提高写作教学效率与水平。
[Abstract]:English writing is not only the embodiment of students' comprehensive English ability, but also one of the four basic English learning skills.For a long time, writing teaching has been an important and difficult point in high school English teaching.However, according to the situation of the college entrance examination in Sichuan province in recent years, the students' writing achievement is not very ideal, and written expression has become one of the problems with many missing points.How to effectively improve students' English writing level has become a growing concern of teachers and students.As an important part of writing teaching, the way and effect of writing evaluation directly affect students' writing motivation and attitude.However, the traditional teacher-centered writing evaluation method is simple and mechanical. It only emphasizes the evaluation results, but neglects the evaluation process and the students' main position in learning.This is not only not conducive to the cultivation of students' initiative and creativity in writing learning, but also gradually reduces the students' writing motivation and interest.The English Curriculum Standard for Senior High School issued by the Ministry of Education (2003) clearly advocates the evaluation system that combines formative evaluation with summative evaluation, and encourages students, peers and teachers to pay close attention to and participate in the evaluation.In order to realize the diversification of evaluation subjects and evaluation methods, the evaluation really pays attention to the process of students' learning, emotion and strategies, and plays an important role in encouraging students to learn.Therefore, it is urgent and important to construct a diversified evaluation system of English writing teaching in senior high school.At present, the application research of multi-evaluation in English writing teaching in senior high school is still insufficient.In the process of English writing teaching, this study carried out a three-month phase application study combining teacher evaluation, self-evaluation and peer evaluation. The purpose of this study was to explore the impact of multiple evaluation on senior English writing teaching, and to demonstrate the following three questions: 1: 1.What is the attitude of the students towards the present English writing teaching and multiple evaluation methods?What is the effect of multivariate evaluation on students' English writing proficiency?What is the impact of multi-evaluation on students' English writing learning strategies and cooperative spirit?Based on the previous studies on multiple evaluation, this study designed a questionnaire, a composition rating scale and a self-evaluation, peer, teacher evaluation form, using questionnaires, comparative experiments and interviews to solve the above three problems.The results show that compared with the control class, the writing interest and writing ability of the students in the experimental class have been greatly improved.In the process of using multiple evaluation, students have also developed better writing habits and strategies, and the ability of autonomous learning and cooperative learning has been improved accordingly.It can be seen that multiple evaluation can become an effective mechanism to mobilize students to actively participate in writing learning, help students to understand their own strengths and weaknesses in writing, and clear the direction of improvement.At the same time, it also helps teachers to update writing teaching methods and improve the efficiency and level of writing teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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