形成性评价应用于促进高中学生英语自主学习能力的实证研究

发布时间：2024-02-14 04:39

　　在高考风向标下,总结性评价仍然是评估学生掌握知识程度的主要手段。这种评价手段不利于教育者激发学生学习外语的动机和自信,也不利于学生形成良好的学习习惯。为了使学生拥有自主学习能力和终身学习本领,在实际的英语教学中,教育者应该使用形成性评价。本论文在英语教和学当中,把形成性评价和自主学习结合起来,参考一些当前国内外相关的理论以及研究结论,试图用形成性评价促进高中学生自主学习能力,同时为英语教师使用形成性评价在促进学生自主学习能力上提供一些具体的方法。本研究能为高效学习、学生全面发展提供一定的参考,也为新时期英语教育评价提供新视觉。本论文研究方法包括问卷调查法、文献分析法、课堂观察法、访谈法。本实证研究试图解决以下三个问题:1)高中学生英语自主学习能力现状如何?2)如何运用形成性评价促进学生自主学习能力提高?3)形成性评价运用于促进高中学生英语自主学习能力是否有效?都有哪些效果?研究之初,研究者通过一套前测试卷和问卷去了解学生的英语水平和英语学习现状。从测试结果和调查结果中,研究者能够知道学生的学习兴趣、学习风格等,从而知道怎样有效使用形成性评价促进学生的自主学习能力。然后,研究者使用具体的...

【文章页数】：77 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Thesis
    1.2 Significance of the Thesis
    1.3 Purposes of the Thesis
    1.4 Methodologies of the Thesis
    1.5 Overview of the Thesis
Chapter Two Literature Review
    2.1 Key Terms of This Thesis
        2.1.1 Formative Assessment
            2.1.1.1 Definition of Formative Assessment
            2.1.1.2 Characteristics and Functions of Formative Assessment
        2.1.2 Autonomous Learning
            2.1.2.1 Definition of Autonomous Learning
            2.1.2.2 Characteristics and Functions of Autonomous Learning
    2.2 Previous Studies on Formative Assessment and Autonomous Learning
        2.2.1 Previous Studies Abroad
        2.2.2 Previous Studies at Home
Chapter Three Theoretical Bases of This Study
    3.1 Constructivism Theory
        3.1.1 Brief Introduction of Constructivism Theory
        3.1.2 Characteristics of the Constructivism
        3.1.3 Applications in This Study
    3.2 Multi-intelligence Theory
        3.2.1 Brief Introduction of Multi-intelligence Theory
        3.2.2 Characteristics of Multi-intelligence Theory
        3.2.3 Applications in This Study
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Pre and Post-tests
        4.3.3 Interview
        4.3.4 Classroom Observation
    4.4 Research Procedures
        4.4.1 Questionnaire & Pre-test
        4.4.2 Learning Guidance of the Study
        4.4.3 Ways to Evaluate the Results of Study
    4.5 Statements of How Formative Assessment Applied to Improve Students’ LearningAutonomy
Chapter Five Data and Analysis
    5.1 Analysis of the Questionnaire
    5.2 Analysis of the Pre-test and Post-test
    5.3 Analysis of the Interview
    5.4 Analysis of the Classroom Observation
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Implications for Teachers
        6.2.2 Implications for Students
    6.3 Limitations of the Thesis
    6.4 Suggestions for Further Studies
References
AppendixI: Questionnaire
AppendixⅡ: Pre-test
AppendixⅢ: Specific Learning Plan
AppendixⅣ: Post-test
AppendixV: Interview



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