师生合作评价对高中生英语写作能力的影响研究

发布时间：2021-10-25 11:09

　　高中英语课堂上,仍然大多采用单一的教师评价方式。这种逐一书面批改的方式费时费力,反馈周期长、模式单调,并且无法吸引学生的兴趣和注意力,有效提高其写作能力。英语写作评价的低效问题一直未能得到彻底解决。文秋芳提出的“师生合作评价”能够通过组织、平衡教师评价与其他评价方式,充分调动学生的积极性,发挥其学习的主体作用,使整个评价过程更完善,评价结果更为合理准确。但这一评价方法对学生英语写作能力的影响如何尚未明确。鉴于此,本研究在高中英语写作教学中尝试实施师生合作评价,旨在探讨师生合作评价对其英语写作能力的影响,探索一种更加高效的写作评价模式。本研究以石家庄市某高中的两个平行班中108名学生为受试对象,由同一位英语老师分别采用两种不同的评价方式进行为期12周的实验,其中实验班采用师生合作评价方式,控制班采用教师评价方式。本研究采用写作测试和访谈等方法,力图回答以下三个问题:（1）应用师生合作评价方式对高中生写作能力存在哪些影响?（2）高、中、低水平学生中,哪个层次学生受这种评价方式的影响最大?（3）不同层次的学生对于师生合作评价方式的态度是怎样的?所获取的数据由软件spss22.0进行检验分析。... 

【文章来源】：河北师范大学河北省

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
A List of Acronyms
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 English Writing Competence
        2.1.1 The Definition and Classification of Writing Competence
        2.1.2 Factors Affecting Writing Competence
    2.2 Writing Assessment
        2.2.1 Research Status of English Writing Evaluation in China and Abroad
        2.2.2 Relevant researches on Evaluation in China and Abroad
    2.3 Teacher-Student Collaborative Assessment
        2.3.1 The Process of Teacher-Student Collaborative Assessment
        2.3.2 The Characteristic of Teacher-Student Collaborative Assessment
        2.3.3 Relative Researches of Teacher-Student Collaborative Assessment
        2.3.4 Theoretical Foundations
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 The Writing Evaluation Scale
        3.3.2 Writing Materials
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Preparation Before Experiment
        3.4.2 Experiment Implementation Process
        3.4.3 Tasks After Writing Experiments
    3.5 Data Collection and Summary
Chapter Four Results and Discussion
    4.1 The Impact of Teacher-Student Collaborative Assessment on The Overall Score ofEnglish Writing
        4.1.1 The Results of Pre-test
        4.1.2 The Results of Post-test
    4.2 Impact of Teacher-Student Collaborative Assessment on English Writing Content,Vocabulary,Grammar and Organization
        4.2.1 English Writing Content
        4.2.2 English Writing Lexis
        4.2.3 English Writing Grammar
        4.2.4 English Writing Organization
    4.3 Impact of Teacher-Student Collaborative Assessment on English Writing Ability ofStudents in Different Levels
    4.4 Attitudes of Students in Different Grade Groups on Teacher-Student CollaborativeAssessment
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions
        5.3.1 Limitations of the Study
        5.3.2 Suggestion for Future Studies
Bibliography
Appendixes
    AppendixⅠ Writing Test Essay Rating Scale
    AppendixⅡ Interview Outline
    AppendixⅢ The Topic for Pre-test
    AppendixⅣ The Topic for the Post-test
    AppendixⅤ A Sample Lesson of the Experimental Class
    AppendixⅥ A Sample Lesson of the Controlled Class
Acknowledgements


【参考文献】：
期刊论文
[1]“产出导向法”与对外汉语教学[J]. 文秋芳.  世界汉语教学. 2018(03)
[2]中国英语写作能力等级量表研究——写作能力发展的视角[J]. 潘鸣威.  中国外语. 2018(03)
[3]“产出导向法”视域下的大学英语教学现状分析[J]. 张伶俐.  吉林省教育学院学报. 2018(03)
[4]中国英语能力等级量表的写作策略框架研究[J]. 邓杰,邓华.  外语界. 2017(02)
[5]中国英语写作能力等级量表的典型写作活动构建——系统功能语言学的文本类型视角[J]. 潘鸣威.  外语界. 2017(02)
[6]“产出导向法”的中国特色[J]. 文秋芳.  现代外语. 2017(03)
[7]浅析高中英语写作讲评课实效性的提升策略[J]. 左琦婧.  读与写(教育教学刊). 2016(11)
[8]“师生合作评价”:“产出导向法”创设的新评价形式[J]. 文秋芳.  外语界. 2016(05)
[9]构建“产出导向法”理论体系[J]. 文秋芳.  外语教学与研究. 2015(04)
[10]基于在线自动反馈的自主写作修改研究[J]. 钟彩顺.  解放军外国语学院学报. 2015(04)



本文编号：3457274