形成性评价在初中英语阅课中的应用调查

发布时间：2018-08-23 21:08

【摘要】：在影响阅读能力的众多因素中,评价是不可缺少的部分。相对于传统的终结性评价,形成性评价,越来越受到重视。但是,在初中的英语教学中,对于阅读教学中的形成性评价的现状研究却十分有限。本文旨在讨论形成性评价在初中英语阅读教学的应用情况,并通过现状的调查,找出其中的不足,提出一些可实施的建议。为了对初中英语课堂形成性评价应用的现状进行调查研究,本文以牡丹江本地中学,八年级的老师和学生为调查对象,通过课堂观察,调查问卷和访谈的方式,开展了为期三个月的调查。作者通过对两个班级的英语阅读课进行观察,发现教师应用形成性评价的状况。通过对调查问卷的分析,作者找出在应用形成性评价过程中出现的问题。最后,通过访谈的方式,发现这些问题的原因。作者以此提出建议,为以后的英语阅读教学中,更好的应用形成性评价而提供帮助。通过调查,作者发现,在形成性评价应用的过程中,教师主要以设计课堂提问为主,而自我评价和同伴评价所占比重较小,没有反馈和档案袋的评价方式。产生这些问题的主要原因是教师对形成性评价的认识不足,教师在设计评价时还是会受到传统评价方式的影响。作者最后提出一些建议,希望教师可以提高自己对形成性评价的意识,并能够加强使用方式的多样性。
[Abstract]:Among the many factors affecting reading ability, evaluation is an indispensable part. Compared with traditional summative evaluation, formative evaluation has been paid more and more attention. However, in junior middle school English teaching, the research on formative evaluation in reading teaching is very limited. The purpose of this paper is to discuss the application of formative evaluation in the teaching of English reading in junior high school, and through the investigation of the present situation, to find out the shortcomings and put forward some feasible suggestions. In order to investigate the application of formative evaluation in junior middle school English classroom, this paper takes teachers and students in Mudanjiang local middle school and eighth grade as the objects of investigation, through classroom observation, questionnaire and interview. A three-month survey was conducted. By observing the English reading class in two classes, the author finds out the formative evaluation of teachers' application. By analyzing the questionnaire, the author finds out the problems in the formative evaluation of application. Finally, through the way of interview, find out the reason of these problems. The author puts forward some suggestions to help better formative evaluation in English reading teaching. Through the investigation, the author finds that in the application of formative evaluation, teachers mainly design classroom questions, while the proportion of self-evaluation and peer evaluation is small, and there is no feedback and portfolio evaluation. The main reason for these problems is that teachers' understanding of formative evaluation is insufficient and teachers will still be influenced by traditional evaluation methods when designing evaluation. Finally, the author puts forward some suggestions, hoping that teachers can enhance their awareness of formative evaluation and enhance the diversity of their use.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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