形成性评价应用于高中英语写作的行动研究

发布时间：2018-06-22 16:45

本文选题：形成性评价 + 高中英语写作　；参考：《广州大学》2017年硕士论文

【摘要】：形成性评价也叫为了学习的评价,它着重在学习过程中监控学生的反应和进步同时给予指导。形成性评价有非常大的促进学习的作用。形成性评价因其重大的促学作用受到越来越多学者,教师和教育管理人员的关注。大量关于形成性评价的研究成果涌现在语言教学中,然而,大多数研究成果都是在大学阶段的。关于高中英语写作的实证性研究却不多见,这还有待研究。本文是关于形成性评价应用于高中英语写作教学中的行动研究,旨在检验形成性评价对于高中学生写作兴趣和写作能力的效果,试图回答以下两个问题:(1)形成性评价能否提高高中生英语写作兴趣?(2)形成性评价能否提高高中生的写作能力?如果能,在多大程度上有提高?参加此次行动研究的人员有教师研究者及其任教的河源市田家炳实验中学高二(15)班的56名学生。本次研究按照行动研究的模式“计划-行动-观察-反思”开展了两轮行动研究。首先,研究者在行动研究前使用问卷、访谈、写作测试以确定研究问题。接着,根据前测问卷、访谈和测试的结果分析设计了行动研究方案。一轮行动研究时,开展了自评和互评活动以及教师反馈。此外,为了改善教学,课堂观察和师生面谈也频繁开展用以收集学生学习的情况。在一轮行动研究后,又进行了一次访谈找出一轮行动研究存在的问题以改进二轮行动研究。然后,再次实施改进过的行动研究计划以满足学生学习的需求。二轮行动研究时,评价表格进行了改进以促进学生对英语写作的理解。此外,教师还依据学生的生活以及所学内容设计了各种真实情境的写作活动。再者,为了满足基础薄弱学生的学习,教师为他们安排了具体可行的任务。最后,研究者又采用后测问卷、访谈、测试和写作文本分析对比行动研究前后学生的写作兴趣和能力。本次行动研究的结果显示形成性评价可以提高学生的写作兴趣和写作能力。由此得出结论,形成性评价在提高学生的写作兴趣和能力上起着重要的作用,应该成为常态教学。
[Abstract]:Formative evaluation, also called evaluation for learning, focuses on monitoring students' reaction and progress while giving guidance. Formative evaluation plays a very important role in promoting learning. Formative evaluation has attracted more and more scholars, teachers and educational administrators for its important role in promoting learning. A large number of researches on formative evaluation have emerged in language teaching, however, most of them are in the university stage. However, there are few empirical studies on English writing in senior high school, which remains to be studied. The purpose of this paper is to test the effect of formative evaluation on the writing interest and writing ability of senior high school students. This paper attempts to answer the following two questions: (1) can formative evaluation increase the interest of senior high school students in English writing? (2) can formative evaluation improve high school students' writing ability? If so, to what extent? Participants in the study included teachers and researchers and 56 students in the second (15) Senior High School of Heyuan Tianjiabing Experimental Middle School. The study carried out two rounds of action research according to the model of action research: plan-action-observation-reflection. First, the researchers used questionnaires, interviews, and writing tests to identify research questions before action research. Then, according to the pre-test questionnaire, interview and test results, the action research program is designed. A round of action research, self-assessment and mutual assessment activities and teacher feedback. In addition, in order to improve teaching, classroom observation and teacher-student interviews are frequently conducted to collect students' learning. After a round of action research, another interview was conducted to find out the existing problems of one round of action research to improve the second round of action research. Then, the improved action research program is implemented again to meet the needs of students. In the second round of action research, the evaluation form was improved to promote students' understanding of English writing. In addition, according to the students' life and what they have learned, the teachers have designed various writing activities in real situations. Furthermore, in order to meet the needs of students with weak foundation, teachers arrange practical tasks for them. Finally, posttest questionnaire, interview, test and text analysis were used to compare the students' writing interest and ability before and after the action study. The results of this action study show that formative evaluation can improve students' writing interest and writing ability. It is concluded that formative evaluation plays an important role in improving students' writing interest and ability and should become the normal teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】