形成性评价对中职学生英语自主学习能力的影响
发布时间：2019-01-05 04:42
【摘要】：国家英语课程标准提倡建立合理的评价体系,培养学生的自主学习能力。形成性评价和自主学习能力是近年来教育工作者的一大关注点。国内外许多研究者已对形成性评价和自主学习能力进行了定性和定量的研究。然而,大部分的研究多从理论上探讨如何促进学生的自主学习,而且在研究对象上,大都探讨形成性评价对中学生自主能力的影响,很少有研究侧重于职业学校的学生。鉴于此,本研究将关注中职学校学生,从实证角度探讨形成性评价对中职学生的英语自主学习能力的影响,提出两个研究问题:1)形成性评价对中职学生英语自主学习能力的影响如何?主要研究对自主学习能力的几个方面,如学习计划、利用课外资源、学习信心、学习态度、学习习惯、学习策略、自我监控和自我评估有何影响。2)形成性评价如果能提高中职学生的英语自主学习能力,他们的英语学习成绩是否也可以提高?为研究以上问题,该研究以成都铁路工程学校一年级的两个中职平行班的110名机运专业学生为研究对象,其中一个班作为实验班,另一班为控制班,每班55人。笔者在实验班运用形成性评价措施(课堂观察、学习日志、学习档案),而控制班则采用传统的终结性评价,进行一个学期(2016年3月初到7月初)的实验研究。在实验中,采用调查问卷和测试收集数据,并运用SPSS19.0统计软件对收集到的两个班的问卷和测试的数据进行独立样本T检测,对比两个班级的结果,得出以下结论:第一,形成性评价提高了学生的英语自主学习能力;第二,自主学习能力的几个方面,如学习计划、利用课外资源、学习信心、学习态度、自我监控和自我评估也都得到了提高,但学习习惯和学习策略没有明显提高;第三,形成性评价对学生的英语自主学习能力产生了积极的影响,学生的英语学习成绩也有所提高。基于研究结果得出以下启示:英语教学中教师应转变传统的评价方式,运用形成性评价激发学生学习兴趣,增强学习信心,培养学生的自主学习能力。此外,学生应制定学习计划、学习目标,自主监控和评价自己的学习过程,从而提高自己的自主学习能力。
[Abstract]:The National English Curriculum Standard advocates the establishment of a reasonable evaluation system and the cultivation of students' autonomous learning ability. Formative evaluation and autonomous learning ability are a major concern of educators in recent years. Many researchers at home and abroad have carried out qualitative and quantitative research on formative evaluation and autonomous learning ability. However, most of the studies focus on how to promote students' autonomous learning in theory, and on the object of study, the influence of formative evaluation on students' autonomy is mostly discussed, and few studies focus on the students in vocational schools. In view of this, this study will focus on the secondary vocational school students, from an empirical point of view to explore the formative evaluation of secondary vocational school students' English autonomous learning ability, Two research questions are put forward: 1) how does formative evaluation affect students' English autonomous learning ability? It mainly studies several aspects of autonomous learning ability, such as learning planning, using extracurricular resources, learning confidence, learning attitude, learning habits, learning strategies, What is the impact of self-monitoring and self-assessment. 2) if the formative evaluation can improve the students' English autonomous learning ability, can their English learning achievement also be improved? In order to study the above problems, 110 students majoring in machine and transportation in two secondary vocational parallel classes in the first grade of Chengdu Railway Engineering School were studied. One class was used as the experimental class and the other class as the control class, with 55 students in each class. In the experimental class, formative evaluation measures (classroom observation, learning log, learning file) were used in the experimental class, while the traditional summative evaluation was used in the control class to carry out an experimental study for a semester (from early March to early July 2016). In the experiment, the data were collected by questionnaire and test, and the data of two classes were tested by SPSS19.0 software. The results of the two classes were compared, and the following conclusions were obtained: first, Formative evaluation improves students' English autonomous learning ability; Second, several aspects of autonomous learning ability, such as learning plan, using extracurricular resources, learning confidence, learning attitude, self-monitoring and self-evaluation, have also been improved, but learning habits and learning strategies have not been significantly improved; Thirdly, formative evaluation has a positive effect on students' English autonomous learning ability, and their English learning achievement is also improved. Based on the results of the study, the following revelations are drawn: teachers should change the traditional evaluation methods in English teaching, use formative evaluation to stimulate students' interest in learning, enhance their confidence in learning, and cultivate students' autonomous learning ability. In addition, students should make study plan, study goal, monitor and evaluate their own learning process, so as to improve their autonomous learning ability.
【学位授予单位】：西华大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2401285
[Abstract]:The National English Curriculum Standard advocates the establishment of a reasonable evaluation system and the cultivation of students' autonomous learning ability. Formative evaluation and autonomous learning ability are a major concern of educators in recent years. Many researchers at home and abroad have carried out qualitative and quantitative research on formative evaluation and autonomous learning ability. However, most of the studies focus on how to promote students' autonomous learning in theory, and on the object of study, the influence of formative evaluation on students' autonomy is mostly discussed, and few studies focus on the students in vocational schools. In view of this, this study will focus on the secondary vocational school students, from an empirical point of view to explore the formative evaluation of secondary vocational school students' English autonomous learning ability, Two research questions are put forward: 1) how does formative evaluation affect students' English autonomous learning ability? It mainly studies several aspects of autonomous learning ability, such as learning planning, using extracurricular resources, learning confidence, learning attitude, learning habits, learning strategies, What is the impact of self-monitoring and self-assessment. 2) if the formative evaluation can improve the students' English autonomous learning ability, can their English learning achievement also be improved? In order to study the above problems, 110 students majoring in machine and transportation in two secondary vocational parallel classes in the first grade of Chengdu Railway Engineering School were studied. One class was used as the experimental class and the other class as the control class, with 55 students in each class. In the experimental class, formative evaluation measures (classroom observation, learning log, learning file) were used in the experimental class, while the traditional summative evaluation was used in the control class to carry out an experimental study for a semester (from early March to early July 2016). In the experiment, the data were collected by questionnaire and test, and the data of two classes were tested by SPSS19.0 software. The results of the two classes were compared, and the following conclusions were obtained: first, Formative evaluation improves students' English autonomous learning ability; Second, several aspects of autonomous learning ability, such as learning plan, using extracurricular resources, learning confidence, learning attitude, self-monitoring and self-evaluation, have also been improved, but learning habits and learning strategies have not been significantly improved; Thirdly, formative evaluation has a positive effect on students' English autonomous learning ability, and their English learning achievement is also improved. Based on the results of the study, the following revelations are drawn: teachers should change the traditional evaluation methods in English teaching, use formative evaluation to stimulate students' interest in learning, enhance their confidence in learning, and cultivate students' autonomous learning ability. In addition, students should make study plan, study goal, monitor and evaluate their own learning process, so as to improve their autonomous learning ability.
【学位授予单位】：西华大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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