基于动态评价理论的初中英语写作教学应用研究

发布时间：2021-03-15 05:02

　　写作作为一种创造性的语言运用过程,是四种语言技能中相对较难习得的一项。写作教学、批改与评价反馈也需要教师耗费大量精力,限于教学任务的繁重,许多教师倾向于把时间花在写作教学上,而写作的评价往往拘泥于形式单一的书面评价,评价内容常以结果为导向,学生的习作修改多限于语言知识方面,不利于指导教师改进教学策略和发展学生的写作能力。为改善这一现状,本文将动态评价理论引入初中英语写作教学与评价中,探索在动态评价理论指导下的英语写作教学策略与机制。本文以维果茨基的社会文化理论和菲厄斯坦的中介学习经验理论为基础,在参考了大量国内外文献后发现,一些动态评价运用于二语教学的研究尚处于理论阶段,动态评价运用于写作教学各方面的实证研究多以语法为主要研究内容,或以高中生或大学生为研究对象。因此,本文尝试以上海初中六年级学生为研究对象,探究动态评价运用于写作修改阶段的教学方法,及其可能带来的影响,即考量以下三个研究问题:（1）动态评价在多大程度上能帮助激发学生的写作动机?（2）动态评价在哪（些）方面能够改善教师在作文修改阶段的写作教学?（3）比起非动态评价方法,动态评价的应用是否更有助于提升学生的写作能力?围绕以上... 

【文章来源】：上海师范大学上海市

【文章页数】：79 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 Status Quo of Writing Assessment in Junior High School
        1.1.2 Requirement from Curriculum Standards for Writing Assessment
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Dynamic Assessment
        2.1.1 Definition of Dynamic Assessment
        2.1.2 Major Approaches to Dynamic Assessment
        2.1.3 Comparison of Dynamic Assessment with Non-Dynamic Assessment
        2.1.4 The Integration of Dynamic Assessment into Writing Teaching
    2.2 Theoretical Foundation of Dynamic Assessment
        2.2.1 Vygotsky’s Sociocultural Theory
        2.2.2 Feuerstein’s Mediated Learning Experience
    2.3 Related Studies on Dynamic Assessment in L2 Teaching
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
    2.4 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Tests
    3.4 Research Procedures
        3.4.1 Procedures in the Experimental Class
        3.4.2 Procedures in the Control Class
    3.5 Data Collection and Processing
Chapter Four Teaching Samples
    4.1 The First Teaching Stage
        4.1.1 Teacher’s Instruction
        4.1.2 Students’Mediation
        4.1.3 Reflection
    4.2 The Second Teaching Stage
        4.2.1 Peer Evaluation
        4.2.2 Students’Mediation
        4.2.3 Reflection
    4.3 The Third Teaching Stage
    4.4 Summary
Chapter Five Results and Analysis
    5.1 Effects of DA on Students’Writing Motivation
    5.2 Effects of DA on Teachers’Writing Teaching
        5.2.1 Teachers’Feedback in the Pre-interview
        5.2.2 Teachers’Feedback in the Post-interview
    5.3 Effects of DA on Students’Writing Competence
        5.3.1 Results of the Pretest and the Posttest Between Two Classes
        5.3.2 Results of the Pretest and the Posttest Within Two Classes
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications of the Study
    6.3 Limitations and Suggestions for Further Studies
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Appendix VI
Acknowledgements



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