师生合作评价在高中英语记叙文写作教学中的应用

发布时间：2024-06-01 17:59

　　《普通高中英语课程标准》(2017年版)对高中生的英语记叙文写作能力提出了更高的要求,明确指出学生要能掌握记叙文的基本结构和续写他们所读的语篇。近年来,越来越多的省份开始将读后续写纳入高考英语试题中,并且更加注重学生英语读写结合能力的培养。因此,作为读后续写重要载体的记叙文,应该受到高中英语教师的广泛关注。众所周知,评价是英语写作教学中不可或缺的部分。然而,目前高中英语写作教学仍然以单一的教师评价为主,很多教师不知道该如何有效地评价学生作文,特别是读后续写新题型的出现给他们带了更大的压力和挑战。为了解决英语写作评价高投入、低效率的窘境,文秋芳教授于2016年提出了“师生合作评价”模式,以组织和平衡教师评价与其他评价方式。目前,已有学者证明了师生合作评价在大学英语教学中的有效性,然而其在高中英语教学中的应用却少之又少。因此,本研究尝试将师生合作评价应用到高中英语记叙文写作教学中。研究者进行了为期十四周的教学应用研究,旨在解决以下两个研究问题:(1)教师如何将师生合作评价应用到高中英语记叙文写作教学中?(2)师生合作评价能提高高中生英语记叙文写作能力吗?如果能,哪些方面提高较大?本研究将记...

【文章页数】：123 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Key Concepts
        2.1.1 Teacher–student Collaborative Assessment
        2.1.2 English Narrative Writing Competence
    2.2 Relevant Studies on Assessment in Writing Teaching Abroad and at Home
        2.2.1 Relevant Studies on Assessment in Writing Teaching Abroad
        2.2.2 Relevant Studies on Assessment in English Writing Teaching at Home
    2.3 Relevant Studies on TSCA Abroad and at Home
Chapter Three Theoretical Foundation
    3.1 Production-oriented Approach
    3.2 Process Approach
    3.3 Scaffolding Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
        4.3.3 Interview
        4.3.4 Portfolios
    4.4 Research Procedures
        4.4.1 Pre-questionnaire
        4.4.2 Pre-test
        4.4.3 Teacher–student Collaborative Assessment Training
        4.4.4 Teaching Experiment
        4.4.5 Post-test
        4.4.6 Post-questionnaire
        4.4.7 Interview
    4.5 Data Collection
Chapter Five Results and Discussion
    5.1 Analysis of the Results
        5.1.1 Results of the Tests
        5.1.2 Results of the Questionnaires
        5.1.3 Results of the Interview
    5.2 Discussion on the Research Questions
        5.2.1 Discussion on the Implementation Process
        5.2.2 Discussion on the Change in Students’English Narrative Writing Competence
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the Research
    6.3 Limitations of the Research
    6.4 Suggestions for Future Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Acknowledgements



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