基于师生合作评价的高中英语写作策略研究

发布时间：2024-03-21 20:27

　　近年来,师生合作评价对英语写作研究影响较大,但是将其运用到提高学生写作策略能力上的研究尚不多见。本文旨在验证师生合作评价对于提升学习者写作策略能力的有效性。现今高中英语写作教学一直以教师评价为主导,虽然在某种程度上比较高效,但是它强调写作结果而忽视写作过程,没有将学习者放在课堂教学的中心地位,从长远来看不利于他们写作策略能力的提高。而师生合作评价能将教师评价、同伴评价和自我评价有机融合,通过师生合作可以帮助学生培养英语写作策略能力,进而提高英语写作水平。本文以合作学习理论、过程写作法和产出导向法为理论依据,将师生合作评价应用于高中英语写作教学,试图回答如下三个研究问题:(1)师生合作评价会影响高中生的英语写作策略能力吗?师生合作评价对高中生不同的英语写作策略能力有什么影响?(2)学生对师生合作评价态度如何?本研究在山东省济南大学城实验高级中学进行了为期三个月的教学实验,旨在解决上述研究问题。实验前,选择两个平行班分别作为本次研究的实验班和对照班。其中,实验班开展师生合作评价写作教学模式;而控制班则采用教师评价。首先,比较两个班期中考试写作成绩,以探究师生合作评价是否对学生的写作策略使用...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Organization of the research
Chapter Two Literature Review
    2.1 Reviews on TSCA
        2.1.1 Definitions of feedback,teacher feedback and TSCA
        2.1.2 Procedures and requirements of TSCA
        2.1.3 Previous studies on TSCA at home and abroad
    2.2 Reviews on writing strategies
        2.2.1 Definitions of writing strategies
        2.2.2 Classifications of writing strategies
        2.2.3 Previous studies on writing strategies at home and abroad
    2.3 Previous studies on English writing strategies in TSCA
Chapter Three Theoretical Foundations
    3.1 Process-oriented approach
    3.2 Cooperative learning theory
    3.3 Production-oriented approach
Chapter Four Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research methods
    4.4 Research instruments
        4.4.1 Writing tests
        4.4.2 Questionnaires
        4.4.3 Interview
    4.5 Research procedures
        4.5.1 Pre-test
        4.5.2 Pre-test questionnaire
        4.5.3 Group assessment training
        4.5.4 Teaching procedures
        4.5.5 Post-test
        4.5.6 Post-test questionnaire
        4.5.7 Interview
        4.5.8 Teaching case
    4.6 Data collection and analysis
Chapter Five Results and Discussion
    5.1 Results of writing tests
        5.1.1 Results of pre-test
        5.1.2 Results of post-test
        5.1.3 Results of tests in the process
    5.2 Results of questionnaire
        5.2.1 Effects on students’overall writing strategies
        5.2.2 Effects on students’metacognitive strategy
        5.2.3 Effects on students’cognitive strategy
        5.2.4 Effects on students’social affective strategy
        5.2.5 Effects on students’organizational strategy
        5.2.6 Effects on students’linguistic strategy
    5.3 Results of interview
    5.4 Discussion
Chapter Six Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Limitations and suggestions for future research
References
AppendixⅠWriting Tests
AppendixⅡScoring criteria for English writing in senior high school entrance examination
Appendix Ⅲ Questionnaires on Students’English Writing Strategies
Appendix ⅣInterview Outline
Acknowledgements



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