基于档案袋评价的初中英语写作教学研究

发布时间：2018-07-24 17:36

【摘要】：在中国,写作向来被视为英语学习的四项基本技能之一,对于培养学生语言的综合运用能力具有至关重要的作用。要想进一步提高学生的英语写作能力,教师不仅要求学生具备扎实的语言基础,同时也要具备想象、表达和评价等方面的能力。根据当下初中英语写作教学的现状和笔者在太仓市实验中学的实习经验来看,初中生的英语写作教学未能引起广大教师和学生们的注意,所得的结果也与《义务教育英语课程标准(2011年版)》所规定的要求相差甚远。为了改善这一现状,随着新课程改革的推动,笔者采用档案袋评价这一种新型的评价方式来取代传统的仅关注学生学习结果的终结性评价方式。一方面,档案袋评价能够帮助学生反思自己在英语写作过程中的不足,从而调节和控制自己的学习目的和策略,增强英语写作的兴趣与自信;另一方面,档案袋评价能够帮助教师更好地了解学生在写作过程中的需求与问题,在一定程度上对于提高初中英语教师日后英语写作教学的有效性具有重要意义。笔者尝试性地把档案袋评价与初中学生的英语写作结合起来,目的是为了检验以下三个猜测:第一,档案袋评价方式能够进一步激发初中学生英语写作的积极性;第二,档案袋评价方式有助于培养初中生的自我反思能力;第三,档案袋评价方式在一定程度上能够提升初中英语教师日后英语写作教学的有效性。笔者以太仓市实验中学初二的两个平行班为研究对象,展开了为期三个月的实证研究。对于实验班的学生,笔者采用档案袋评价的方式来评价他们的英语写作过程,而对控制班的学生则采用终结性的评价方式,并在实验开始和结束时分别对两个班的学生进行问卷调查和写作测试。同时,在实验结束后,笔者还选取了实验班的部分学生进行一对一的访谈,并且对笔者为期三个月的写作教学进行自我反思。实验结果显示:与传统性的终结性评价方式相比,档案袋评价更能够激发学生英语写作的兴趣,增强他们英语写作的自信心,能够在一定程度上提高其自我反思的能力。同时,档案袋评价是提高初中教师英语写作教学效率的一种重要方式。
[Abstract]:In China, writing has always been regarded as one of the four basic skills in English learning. To further improve students' English writing ability, teachers should not only have a solid language base, but also have the ability of imagination, expression and evaluation. According to the present situation of English writing teaching in junior high school and the practical experience of the author in Taicang Experimental Middle School, the English writing teaching of junior high school students has not attracted the attention of teachers and students. The results are also far from those required by the compulsory English Curriculum Standards (2011). In order to improve this situation, with the promotion of the new curriculum reform, the author adopts portfolio evaluation, a new type of evaluation method, to replace the traditional summative evaluation method, which only pays attention to students' learning results. On the one hand, portfolio evaluation can help students to reflect on their shortcomings in the process of English writing, thereby regulating and controlling their learning goals and strategies, and enhancing their interest and self-confidence in English writing. Portfolio evaluation can help teachers better understand students' needs and problems in the process of writing, and to a certain extent, it is of great significance to improve the effectiveness of English writing teaching in junior middle school English teachers. The author tries to combine portfolio evaluation with junior high school students' English writing in order to test the following three guesses: first, the portfolio evaluation method can further stimulate the enthusiasm of junior high school students' English writing; Portfolio evaluation helps to cultivate junior high school students' ability of self-reflection. Thirdly, portfolio evaluation can improve the effectiveness of English writing teaching in junior middle school English teachers to a certain extent. Taking two parallel classes in the second year of Taicang Experimental Middle School as the research object, the author carried out an empirical study for three months. For the students in the experimental class, the author uses the portfolio evaluation method to evaluate their English writing process, while the students in the control class use the summative evaluation method. Questionnaires and writing tests were conducted at the beginning and end of the experiment. At the same time, at the end of the experiment, the author also selected some students from the experimental class to conduct one-to-one interviews and self-reflection on the author's three-month writing teaching. The results show that compared with traditional summative evaluation, portfolio evaluation can stimulate students' interest in English writing, enhance their self-confidence in English writing, and improve their ability of self-reflection to a certain extent. At the same time, portfolio evaluation is an important way to improve the efficiency of English writing teaching for junior high school teachers.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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