高考英语对高中英语教学反拨作用的实证研究

发布时间：2018-07-07 15:14

本文选题：新课标 + 高考英语测试　；参考：《云南师范大学》2017年硕士论文

【摘要】：反拨效应泛指考试对教学的作用(Wall,1997)。近二十年来,国外反拨作用研究得到了快速发展,这些研究不仅完善了语言测试理论,而且大大地促进了教学的发展。但是,国内有关高考反拨作用的实证研究还相对不足,以高中三个年级为研究对象进行的实证研究更是鲜有人涉足。英语作为高考测试的重要组成部分,直接关乎学生的命运,使得高中英语教学以高考为指挥棒,存在着明显的“应试教学”现象。为了进一步改善现状,教育部于2013年颁发了新的《高级中学英语课程标准》,以引导教师重视语言的交际功能。北京师范大学王蔷教授对新课标进行了解读,提出了“英语学科核心素养”这个概念,其内容涵盖“语言能力、学习能力、思维品质和文化品格”(王蔷,2015),旨在培养学生的英语学科关键能力和必备品格。因此,本研究在AldersonWall反拨假设,Hughes反拨效应基本模型和董连忠高考英语反拨模型的基础上,研究新课标背景下高考英语测试对高中英语教学的反拨效应,以期对改进高中英语教学有一定的启示。本研究采用定性与定量研究,通过课堂观察、访谈和问卷调查三种研究方法对江西省某一重点高中的27名高中英语教师和290名高一、高二和高三学生进行调查。研究结果表明,师生对高考英语持积极态度,高考英语测试对高中英语教学存在积极和消极反拨作用,积极反拨作用体现在:1)高考英语测试推动了考试大纲和新课标的实施;2)提升了学生的知识与技能;3)增强了学生的学习动机;4)有助于学生在高考中取得高分;5)有助于增加学生的语言输入。消极反拨作用表现在:1)“应试教学”现象普遍存在;2)教学方法较单一;3)教学内容和教学材料受到很大的限制;4)“题海战术”(尤其是高三学生)给师生带来负担和压力;5)挫伤了学生的英语学习热情。教师对新课标和王蔷教授解读的英语学科核心素养持积极的态度并表示教学大纲和考试大纲应保持一致,但在实际教学中,他们的教学理念和教学行为既有一致也有不一致之处。研究者提出了一些旨在充分发挥高考英语积极反拨效应和缓解消极反拨效应的建议,以期提高高中英语教学的有效性。
[Abstract]:The backwash effect generally refers to the effect of examination on teaching (Wallan 1997). In the past two decades, foreign researches on backwash have been developed rapidly. These researches have not only improved the theory of language testing, but also greatly promoted the development of teaching. However, the domestic empirical research on the backwash effect of college entrance examination is still relatively insufficient, and the empirical research on the three grades of senior high school is seldom involved. As an important part of the college entrance examination test, English is directly related to the fate of the students, which makes the English teaching in senior high school take the college entrance examination as the baton, and there is an obvious phenomenon of "examination-oriented teaching". In order to further improve the present situation, the Ministry of Education issued a new English Curriculum Standard for Senior High School in 2013 to guide teachers to attach importance to the communicative function of language. Professor Wang Qiang of Beijing normal University interprets the new curriculum standard and puts forward the concept of "Core Literacy of English subject", which covers "language ability and learning ability." "quality of thinking and Cultural character" (Johnsy Wang, 2015), aimed at developing students' key English skills and essentials. Therefore, on the basis of AldersonWall backwash hypothesis and Dong Lianzhong college entrance examination English backwash model, this study studies the backwash effect of college entrance examination English test on senior high school English teaching under the background of the new curriculum standard. In order to improve the high school English teaching has certain enlightenment. In this study, a qualitative and quantitative study was conducted to investigate 27 senior English teachers and 290 freshmen, sophomores and junior high school students in a key high school in Jiangxi province by classroom observation, interviews and questionnaires. The results show that teachers and students have a positive attitude towards the college entrance examination English, and the college entrance examination English test has a positive and negative backwash effect on senior high school English teaching. The positive backwash effect is reflected in: 1) the college entrance examination English test promotes the implementation of the examination outline and the new curriculum. 2) improves the students' knowledge and skills. 3) strengthens the students' learning motivation. 4) helps the students to get a high score in the college entrance examination. To increase students' language input. The negative backwash effect is manifested in: 1) "examination-oriented teaching" (2) the teaching method is relatively simple (3) the teaching content and teaching materials are greatly restricted 4) "question sea tactics" (especially the senior 3 students) bring the burden to the teachers and students. And pressure 5) dampen students' enthusiasm for learning English. The teachers have a positive attitude towards the core qualities of English subjects interpreted by the new curriculum and Professor Wang Qiang and say that the syllabus and the examination syllabus should be consistent, but in the actual teaching, Their teaching ideas and teaching behavior are both consistent and inconsistent. Some suggestions are put forward to give full play to the positive backwash effect of college entrance examination and to alleviate the negative backwash effect in order to improve the effectiveness of English teaching in senior high school.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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