汉语任务型口语教学中形成性评价的应用研究

发布时间：2018-08-09 12:57

【摘要】：本文是在任务型口语教学中开展形成性评价的一次探索尝试。文章探讨的核心问题是在任务型口语教学中如何运用合适的形成性评价方式,让“教、学、评”有机结合,探索这种评价方式是否能有效提高学生的口语表达交际能力以及教师的教学水平。现有汉语口语任务型教学中的评价方式较为单一,评价和教学联系不够紧密,缺乏完整客观的评价依据。在这种情况下,笔者尝试构建一种适合任务型口语课堂教学的形成性评价方式,通过将其应用于具体的课堂实践,证明形成性评价在任务型口语教学中的对教和学产生的积极成效。论文共分六章,第一章,阐述了本文的选题缘由、研究目的和意义以及相关的研究方法；第二章是阐述相关的理论研究现状并建立评价方法；第三章是在汉语任务型口语教学中形成性评价的课堂应用,详细记录相关的教学和评价过程。并对师生的反馈进行分析；第四章是从口语表达能力、学习方式和学习心态三方面分析形成性评价对学生学习的成效；第五章从教学计划、教学策略和课堂管理的角度分析形成性评价对教师教学的成效；第六章对全文进行总结。本文的创新意义主要有三个方面：一是在汉语任务型口语教学中引入了形成性评价的方法,这是在对教学法理论和相关评价理念进行探讨的基础上得出的,并通过课堂教学实验的方式进行实践证明。二是研究者采用行动研究的方法,运用扩大评价主体、细化评价标准等客观性的评价方式对学生进行评价,使任务型口语课堂的教学评价可依据一定的标准,遵循一定程序的操作流程、设定客观量化的分值和具体明确的评语。三是把形成性评价方式和教学过程相融合,使“教、学、评”三者环环相扣,相互促进,使形成性评价对学生学习和教师教学发挥及时有效的反拨作用。
[Abstract]:This paper is an attempt to develop formative evaluation in the task-based oral teaching. The core problem discussed in this paper is how to use the appropriate formative evaluation method in the task-based oral teaching, so that "teaching, learning and evaluation" can be combined organically. To explore whether this evaluation method can effectively improve students' oral communication ability and teachers' teaching level. The existing evaluation method of oral English task-based teaching is relatively simple, and the relationship between evaluation and teaching is not close enough, and there is a lack of complete and objective evaluation basis. In this case, the author tries to construct a formative evaluation method suitable for task-based oral English teaching, and applies it to specific classroom practice. It proves the positive effect of formative evaluation on teaching and learning in task-based oral teaching. The thesis is divided into six chapters, the first chapter describes the reason of the topic, the purpose and significance of the research, and the relevant research methods, the second chapter is to elaborate the current situation of relevant theoretical research and the establishment of evaluation methods; The third chapter is the classroom application of formative evaluation in Chinese task-based oral teaching, recording the relevant teaching and evaluation process in detail. The fourth chapter is to analyze the effect of formative evaluation on students' learning from three aspects of oral expression ability, learning style and learning mentality; the fifth chapter is to analyze the effect of formative evaluation on students' learning from the aspects of oral expression ability, learning style and learning mentality. From the perspective of teaching strategy and classroom management, this paper analyzes the effect of formative evaluation on teachers' teaching. The innovative significance of this paper is mainly in three aspects: first, the formative evaluation method is introduced in the Chinese task-based oral teaching, which is based on the discussion of the pedagogical theory and related evaluation concepts. And through the classroom teaching experiment way carries on the practice proof. Second, the researcher adopts the method of action research to evaluate the students by expanding the evaluation subject and refining the evaluation criteria, so that the teaching evaluation of task-based oral English can be based on certain standards. Follow the procedure, set objective and quantitative scores and specific comments. The third is to combine the formative evaluation method with the teaching process, so that "teaching, learning and evaluation" can be linked and promoted each other, so that formative evaluation can play a timely and effective role in students' learning and teachers' teaching.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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