蒙古族初中生英语写作教学动态评价研究

发布时间：2018-01-11 12:07

  本文关键词：蒙古族初中生英语写作教学动态评价研究　出处：《江南大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 动态评价 中介 过程写作法 英语写作教学 蒙古族初中生英语写作

【摘要】：动态评价作为一个系统的教学评价理论源自前苏联心理学家利维·维果斯基(Lve Vygotsky,1978,1998)和以色列心理学家罗文·费厄斯坦(Reuven Feuerstein,1990)的作品。他们都认为中介干预是促进人类认知发展的重要方法。在动态评价中,教学和评价是辩证统一的,所以这种教学方法有利于判断学习者学习中的问题,同时帮助教育者理解学习者的学习情况,从而使用恰当的教学中介有效地促进学习者的最近发展区(CampioneBrown,1987)。评价是对学生目前知识的测量,不能揭示学生的学习潜能。在评价过程中,考察者应该提供中介援助来促进学生发展,把握学生的学习潜能。学习者在他人的帮助下完成任务和独自完成任务的能力是有很大区别的(CampioneBrown,1987;Vygotsky,1978)。动态评价作为教学与评价的结合体,目的在于把握学生的学习潜能、促进学生的发展(SternbergGrigorenko,2002)。在语言学习课程中,动态评价能同时加强教学和评价。近几年,动态评价已开始在外语教学实践中得到应用研究。一些研究者在外语实践教学中展开了动态评价研究,但是多数研究集中在大学外语教学中。在少数民族积极推行农牧地区基础教育课程改革背景下,本研究对蒙古族初中生英语写作教学动态评价和传统评价进行了对比研究,回答了以下研究问题:(1)实验前蒙古族初中生的英语写作学习情况如何?(2)实验班学生在动态评价实验中可能遇到的问题是什么?导致这些问题的原因是什么?(3)学生们对动态评价的反馈是什么?(4)动态评价对学生的英语写作能力有什么影响?本研究针对农村蒙古族初中生英语写作课堂教学,从舍伯吐镇蒙古族中学选取初中一年级两个平行班共72名学生,分为实验班和控制班,对两个班的英语写作教学分别实施了为期一个学期的动态评价和传统评价实践与研究。本研究采用了cipp课程评价模式。在cipp评价过程中,笔者首先通过问卷和前测调查了受试者的英语写作教学现状,然后根据其教学情况和前人的研究成果制定了系统的动态评价中介策略模型,采用了前测—非标准化中介—后测模式(lantolfpoehner,2004)互动式动态评价,对实验班学生展开了动态评价实验。在整个实验过程中,通过问卷调查、前测、后测、学生的任务完成情况及课堂观察,收集了定性定量数据资料回答了以上研究问题。从两个班级的前测和后测得到的定量数据用spss20.0软件进行了数据分析。本研究的主要发现如下:(1)关于蒙古族初中一年级学生的英语写作的学习情况,前测和问卷调查(一)的结果显示:多数学生英语写作能力低下;英语写作教学没有得到重视;学生缺乏日常英语写作练习;大部分学生对英语写作没有兴趣;多数学生认为在英语听、说、读、写中英语写作最难。英语课程的根本目的是培养学生的英语语言应用能力。英语写作能力作为语言应用能力在教学中应该受到更多重视。根据以上情况,对其英语写作教学实施动态评价是改进现状的最恰当选择。(2)在动态评价实验初期,学生的任务完成情况和问卷调查(二)的结果表明实验班学生主要面临的问题是他们对过程写作法有抵触心理,作文修改能力和合作学习能力较低。由于这些原因,学生对二稿、终稿和同伴评价任务的完成情况很不理想。发生这些问题的主要原因是学生处于英语学习的初级阶段,而且传统的写作教学并不重视培养学生的这些能力。(3)在实验中期,课堂观察和问卷调查(三)的结果表明实验班多数学生对动态评价中的多种教学中介策略给予了高度的认可。总的来说,动态评价在蒙古族初中生英语写作课堂教学中有很高的接受度,尽管在实验过程中存在一些问题。(4)实验结束后,前测和后测的分析结果揭示,与传统评价相比,动态评价能更有效地促进学生的英语写作能力的提升。实验班学生在主观语言能力方面有显著提高。问卷调查(四)的结果表明实验班多数学生的英语写作兴趣和能力都得到了提高,同时,通过这次实验,过程写作法在学生中得到了高度认可。根据以上研究发现,在理论方面,本研究进一步促进了动态评价理论在初中英语写作教学中的应用,为基础教育课程改革提供了一个新的系统科学的教学评价理论。在实践方面,本研究探索了农牧地区蒙古族初中生在动态评价实验中的表现,为动态评价在农村初中英语写作教学中的应用提供了实践经验。同时,本研究为动态评价在少数民族基础教育实践研究中的进一步发展提供了教学启示。
[Abstract]:Dynamic evaluation as a teaching evaluation system theory from the former Soviet psychologist Levy Vikoski (Lve Vygotsky, 19781998) and Israel (Reuven Feuerstein, psychologist Rowan Feuerstein 1990) works. They believe that the intermediary intervention is an important method to promote the development of human's cognition. In the dynamic evaluation, teaching and evaluation is a dialectical unity, so this kind of teaching methods to evaluate the learners' learning problems, and helps educators understand the learner's learning, the recent development region so as to use proper teaching medium effectively promote learners (CampioneBrown, 1987). The evaluation of students' present knowledge measurement, can not reveal the learning potential of the students in the evaluation process. That study should provide intermediary assistance to promote the development of students, grasp the learning potential of the students. The learner in his people's help to end The task and the ability to complete the task alone is a big difference (CampioneBrown, 1987; Vygotsky, 1978). Dynamic evaluation as a combination of teaching and evaluation, aims to grasp the learning potential of the students, promote the development of students (SternbergGrigorenko, 2002). In the course of language learning, can also strengthen the teaching of dynamic evaluation and evaluation. In recent years, the dynamic evaluation has been applied research in foreign language teaching practice. Some researchers launched a dynamic evaluation research in foreign language teaching practice, but most studies focused on College English teaching. In the minority and actively implement the rural basic education curriculum reform background, this study compared study on English writing of Mongolian Junior middle school students teaching dynamic evaluation and traditional evaluation, answering the following research questions: (1) the Mongolian Junior High School Students' English writing learning situation? (2) what is the experimental class students may encounter in the dynamic evaluation of the problem? What is the cause of these problems? (3) what is the feedback of students on the dynamic evaluation? (4) what are the effects of dynamic evaluation of English writing ability of students? The study for English Writing Teaching of Mongolian Junior middle school student village, from the town of shebotu Mongolian Middle School selected junior high school the first grade two classes of 72 students, divided into experimental class and control class, the teaching of English writing in two classes were implemented in practice and Research on the dynamic evaluation of the price for one semester and the traditional evaluation model used in this study. CIPP course in CIPP. In the process of evaluation, the author firstly through the questionnaire and pre-test survey of the subjects of the present situation of English writing teaching, and then the dynamic evaluation model of the system is formulated in accordance with the strategy of the intermediary teaching situation and the research results of its predecessor, mining With a pretest posttest non standardized intermediary model (lantolfpoehner, 2004) interactive dynamic evaluation, the dynamic evaluation experiment on the students in the experimental class. During the experiment, through the questionnaire, pre-test, post test, students completed the task and classroom observation, qualitative and quantitative data collection answer the above research questions. The measuring data obtained from two classes were measured before and after data were analyzed by spss20.0 software. The main findings are as follows: (1) on the first grade students of Mongolian Junior Middle School English writing learning, pretest and questionnaire survey results show that (a) low: most of the students English writing ability; English writing teaching has not received attention; students lack of daily English writing exercises; most of the students have no interest in English writing; most of the students think in English listening, reading, writing, English Writing Difficult. Ultimate goal of English course is to cultivate students' competence of applying English language. English writing ability of language application ability should be paid more attention in teaching. According to the above situation, the implementation of dynamic evaluation on the teaching of English writing is the most appropriate choice to improve the situation. (2) in the dynamic evaluation of the initial experiment, students complete the task and (two) the survey results show that the main face of the experimental class students is their psychological conflict on the writing process, writing ability and cooperative learning ability to modify is low. For these reasons, the students of the two draft, the completion of the final draft and peer evaluation task is not ideal. The main causes of these problems the student is in the primary stage of English learning, but also the traditional writing teaching does not attach importance to cultivate the students' ability. (3) in the middle of experiment, classroom observation and questionnaires (three The results showed that the majority of) students in experimental class to a high degree of recognition of a variety of teaching strategies for dynamic evaluation of the intermediary. In general, the dynamic evaluation has a high degree of acceptance in Mongolian Students' English writing classroom teaching in junior high school, although there are some problems in the course of the experiment. (4) after the end of the experiment, pre-test after analysis and test results revealed that compared with the traditional evaluation, dynamic evaluation can effectively promote students' English writing ability. Students in the experimental class have improved significantly in the subjective language ability questionnaire (four). The results show that most of the experimental class students' interest in English writing and ability have been improved, at the same time through this experiment, the process approach has been highly recognized in the students. According to the above findings, in theory, this study further promoted the dynamic evaluation theory in English Writing Teaching in junior middle school The application, provides a teaching evaluation system of new scientific theory for the curriculum reform of basic education. In practice, this study explores the Mongolian Junior Middle School Students in agricultural and pastoral areas in the dynamic evaluation of the performance, to provide practical experience for the application of dynamic assessment in rural junior middle school English writing teaching. At the same time, this study provides implications for the further development of the dynamic evaluation on the basis of practice of education of ethnic minorities.

【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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本文编号：1409444