写作分项评价对高中生英语写作能力的影响研究

发布时间：2018-08-07 11:30

【摘要】：作为英语学习的四项基本技能之一,写作是一项综合语言能力,要求学习者能够完整通顺地把观点表达出来。良好的英语写作能力需要学习者在词汇、语法、篇章组织、思维逻辑等各方面得到综合发展。在高中英语写作评价中,教师的评分方法是影响高中英语写作的一个重要因素。它对学生写作能力的提高起着至关重要的作用。本研究主要从分项评分法入手,通过与传统的整体评分法相对比,进一步探究分项评分法对高中生英语写作能力的影响。本研究对南昌市某中学高二两个平行班的80名学生进行为期10周的实验。笔者在实验班使用分项评分法批改作文并反馈,在控制班则仍使用传统的整体评分法。经过三轮的写作训练之后,两个班同时进行写作测试,从而检验分项评分法较之整体评分法的优劣,并探讨分项评分法能促进哪些能力提高。与此同时,笔者还针对实验班的学生分别在实验前后发放调查问卷,并对其与两名评分员进行后期访谈,以此探究分项评分法是否会对他们的英语写作兴趣和态度产生积极作用。研究结果表明:(1)与传统的整体评分法相比,分项评分法能够更有效的提高学生的英语写作能力,学生在内容、组织结构、词汇、语言使用以及写作技巧方面都有所进步,其中组织结构的能力提高最大。(2)实验后,学生对英语写作的兴趣有所增强。他们开始喜欢英语写作并且对写作更加自信了。除此之外,学生非常赞同分项评分法,认为这种新的评分方法比以往批改作文的方式更加公正合理。基于以上研究结果,笔者提出了以下几点教学启示:首先,分项评分法应当运用在高中英语课堂写作中,充分发挥写作分项评价的积极反拨作用。其次,在关键性的高中英语考试中,应鼓励采用分项评分法,确保考试评分的公平公正。最后,鉴于高中至今为止还没有权威标准的分项评分量表,许多英语教师又对其知之甚少,所以分项评分法在高中尚未得到推广。笔者建议加强对高中英语教师的评分培训,让更多的英语教师了解并且使用分项评分法。
[Abstract]:As one of the four basic English learning skills, writing is a comprehensive language ability, which requires learners to express their views in a complete and smooth manner. Good English writing skills require learners to develop comprehensively in vocabulary, grammar, text organization, thinking logic and so on. In the evaluation of senior high school English writing, teachers' scoring method is an important factor affecting high school English writing. It plays an important role in the improvement of students' writing ability. This study mainly starts with the itemized scoring method and compares it with the traditional overall scoring method to further explore the effect of itemized scoring method on senior high school students' English writing ability. This study conducted a 10-week experiment on 80 students in two parallel classes in a middle school in Nanchang. In the experimental class, the method of sub-score was used to correct the composition and feedback, while in the control class, the traditional integral scoring method was used. After three rounds of writing training, the two classes conducted writing tests at the same time, so as to test the advantages and disadvantages of the itemized scoring method compared with the overall scoring method, and to explore which abilities can be improved by the itemized scoring method. At the same time, the author also issued questionnaires to the students of the experimental class before and after the experiment, and interviewed them with two graders. This is to explore whether the itemized scoring method has a positive effect on their interest and attitude in English writing. The results show that: (1) compared with the traditional overall scoring method, itemized scoring method can improve students' English writing ability more effectively, and the students have made progress in content, organizational structure, vocabulary, language use and writing skills. (2) after the experiment, students' interest in English writing increased. They began to like writing in English and became more confident in writing. In addition, the students strongly agree with the itemized scoring method, which is more fair and reasonable than the previous way of correcting the composition. Based on the above research results, the author puts forward the following teaching implications: first, the itemized scoring method should be applied in senior high school English classroom writing to give full play to the positive backwash effect of the sub-evaluation of writing. Secondly, in the key senior high school English examination, we should encourage the use of itemized scoring method to ensure the fairness and fairness of the examination score. Finally, in view of the fact that there is no authoritative sub-rating scale in senior high school, and many English teachers know little about it, it has not been popularized in senior high school. The author suggests to strengthen the grading training for English teachers in senior high school so that more English teachers can understand and use itemized scoring method.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】