形成性评价在农村初中英语阅读教学中的实验研究

发布时间：2018-06-28 08:52

本文选题：农村初中 + 英语阅读　；参考：《安庆师范大学》2017年硕士论文

【摘要】：2011年发行的《英语新课程标准》指出:在英语教学过程中应有效地实施形成性评价。评价是英语教学的教学工具之一,其对英语教学产生一定的影响。长期以来,由于受到传统的应试教育的影响,总结性评价是英语教学中主要的教学评价方式。这种教育评价侧重于教和学的结果而忽视了教和学的过程。然而,在当前,素质教育是国家和地方各个教育部门乃至各个学校都很重视的教学导向。结果,总结性评价并不能满足当前教育的需求。但是,形成性评价侧重于教和学的过程,它不仅体现了学生的学习过程,而且强调学生的情感、学习兴趣和学习策略等。最近数年,越来越多的学者开始研究形成性评价的概念及其基本理论,但是很少学者去研究其对农村初中英语阅读教学的影响。本项研究的主要目的是验证形成性评价是否比传统评价更能够促进学生的英语阅读能力的提高;形成性评价是否能够培养学生的英语阅读学习的自信和动机;形成性评价是否能够在农村初中英语阅读教学中有效实施。作者以亳州市蒙城县坛城中学的初二的102名学生为研究对象,把调查问卷、访谈、课堂观察表以及试卷用来辅助本项实验。本次实验研究持续了近一个学期,其主要包括五个部分:前问卷调查、前测、形成性评价的实施、后测和后问卷调查。在实际的英语阅读课堂教学中,作者实施了形成性评价。在教学期间,作者还通过访谈和课堂观察来辅助本次实验。结合数据收集、分析和多元智能理论、合作学习理论,我们可以得出结论,形成性评价对农村初中英语阅读教学有很积极的影响,但也存在一定的局限性。从长远来看,它可以提高学生的英语阅读能力,学习兴趣和学习策略,促进学生的英语学习。
[Abstract]:The New English Curriculum Standard published in 2011 points out that formative evaluation should be carried out effectively in the process of English teaching. Evaluation is one of the teaching tools in English teaching, which has a certain influence on English teaching. For a long time, due to the influence of traditional exam-oriented education, summative evaluation is the main teaching evaluation method in English teaching. This educational evaluation focuses on the results of teaching and learning and neglects the process of teaching and learning. However, at present, quality-oriented education is a teaching orientation that all educational departments and schools attach great importance to. As a result, summative evaluation does not meet current educational needs. However formative evaluation focuses on the process of teaching and learning which not only embodies students' learning process but also emphasizes students' emotion learning interest and learning strategies. In recent years, more and more scholars have begun to study the concept of formative evaluation and its basic theory, but few scholars have studied its impact on the rural junior high school English reading teaching. The main purpose of this study is to verify whether formative evaluation can promote students' English reading ability better than traditional evaluation, and whether formative evaluation can foster students' self-confidence and motivation in English reading learning. Formative evaluation can be effectively implemented in rural junior middle school English reading teaching. The author takes 102 students from Tangcheng Middle School in Mengcheng County, Bozhou City as the research objects, and applies questionnaires, interviews, classroom observation forms and examination papers to assist this experiment. The experiment lasted for nearly a semester, which mainly includes five parts: pre-questionnaire, pre-test, formative evaluation, post-test and post-questionnaire. In practical English reading classroom teaching, the author carries out formative evaluation. During the teaching period, the author also assisted the experiment with interviews and classroom observations. Based on the theory of data collection, analysis, multiple intelligences and cooperative learning, we can draw a conclusion that formative evaluation has a positive effect on English reading teaching in rural junior high schools, but it also has some limitations. In the long run, it can improve students' English reading ability, learning interest and learning strategies, and promote students' English learning.
【学位授予单位】：安庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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