自主评价在高中英语阅读教学中的运用研究

发布时间：2018-11-10 12:57

【摘要】：一直以来,英语都是高中教学的主要学科。而英语阅读,是高中英语教学的重点,其重要性在高考英语阅读题所占比例方面就有所体现。然而,当前高中学生英语阅读现状却不尽人意。很多学习者对英语阅读有厌倦心理,甚至有部分同学都濒于放弃的边缘。造成此现象的主要原因之可能是过度使用以测试方式进行的终结性评价,一味强调学生考试分数而忽视学习者在阅读中的学习过程。新《高中英语课程标准》提出学生自评,同伴互评以及教师对学生学习过程的评价都应该实施和运用,改变单一的终结性评价方式。本研究将采用以学习者为中心的评价方式—学生自评—运用于高中英语阅读学习中。本文报告了对江西省丰城市某新建高中高一两个班(一班和二班)共129名学生在阅读中实施自主评价的研究状况。作为高中英语阅读评价中的一大勇敢尝试,本文旨在使高中生英语阅读收益。学生以完成课文阅读自主评价表及英语周报中阅读理解习题的自主评价表的形式进行自主评价。本文收集了学生对自主评价态度的调查问卷、学生阅读动机的调查问卷(前测、后测)以及阅读成绩(前测、后测)等数据并进行分析。本研究拟具体回答以下三个问题:1)学生对自主评价过程的态度如何?2)自主评价运用于阅读能提高高中学生的阅读动机吗?3)自主评价运用于阅读能提高高中学生的阅读能力吗?基于对实验数据的分析,本文得出以下结论:首先,学生对自主评价的实施持积极态度,认为自主评价的实施利于英语阅读,自主评价的过程可以促进英语阅读能力的提高。其次,自主评价的实施,使得学生的内部阅读动机和对阅读成功期望有所增强,尽管增强幅度较小。学生的外部阅读动机有较小的减弱。实验前后,学生都认为英语阅读很重要。实验表明,学生非常重视英语阅读,并逐渐积极主动地进行英语阅读并尝试挑战有难度的英语阅读材料。最后,自主评价的实施对学生的英语阅读能力确实有一定的积极促进作用。但实验组与控制组的后测成绩差异并不显著。经过四个月的英语阅读学习及阅读练习,虽然控制组在后测中也取得了一定的的进步,但不及经过自主评价实验后的实验组。基于上述发现,得出以下启示:在高中英语阅读中实施自主评价是可行的,有帮助的。在今后的研究中,为了进行更有效的自主评价,被试应该在实验前接受正式的自评训练和练习。实验教师也应该对自主评价有充足的理论知识,并进行更多的实践。此外,良好的实验环境以及自评过程中教师给予学生适时鼓励与反馈也是进行有效自主评价实验的前提。
[Abstract]:English has always been the main subject in high school teaching. English reading is the focus of English teaching in senior high school, and its importance is reflected in the proportion of English reading questions in college entrance examination. However, the current English reading situation of senior high school students is not satisfactory. Many learners are tired of English reading, and even some students are on the verge of giving up. The main reason for this phenomenon may be the overuse of the summative evaluation in the form of testing, which emphasizes the students' test scores and neglects the learners' learning process in reading. The New Senior High School English Curriculum Standard proposes that students' self-evaluation, peer evaluation and teachers' evaluation of students' learning process should be carried out and applied, and that a single summative evaluation method should be changed. This study will apply learner-centered evaluation-self-assessment to high school English reading learning. This paper reports a study of 129 students in a newly-built senior high school in Fengcheng, Jiangxi Province, who are carrying out self-evaluation in reading. As a brave attempt in high school English reading evaluation, this paper aims to make senior high school students benefit from English reading. Students are evaluated independently by completing the text reading independent assessment form and reading comprehension exercises in the English weekly newspaper. This paper collected and analyzed the questionnaire of students' attitude to self-evaluation, the questionnaire of students' reading motivation (pre-test, post-test) and reading achievement (pre-test, post-test). This study is intended to answer the following three questions: 1) what is the attitude of the students to the process of autonomous evaluation? 2) can the application of autonomous evaluation to reading improve the reading motivation of senior high school students? The Reading ability of Senior High School students? Based on the analysis of the experimental data, this paper draws the following conclusions: firstly, the students hold a positive attitude towards the implementation of autonomous evaluation, and consider that the implementation of autonomous evaluation is beneficial to English reading, and the process of autonomous evaluation can promote the improvement of English reading ability. Secondly, the implementation of autonomous evaluation makes students' internal reading motivation and expectation of reading success increase, although the extent of enhancement is small. The students' external reading motivation is slightly weakened. Before and after the experiment, the students thought English reading was very important. The experiment shows that students attach great importance to English reading, and gradually take the initiative to read English and try to challenge the difficult English reading materials. Finally, the implementation of independent evaluation does have a positive effect on students' English reading ability. However, there was no significant difference between the experimental group and the control group in post-test results. After four months of English reading learning and reading practice, although the control group also made some progress in the post-test, it was not as good as the experimental group after the self-evaluation experiment. Based on the above findings, the following revelations are drawn: it is feasible and helpful to implement autonomous evaluation in senior high school English reading. In future studies, subjects should undergo formal self-assessment training and practice prior to the experiment in order to conduct more effective self-evaluation. Experimental teachers should also have sufficient theoretical knowledge of independent evaluation and carry out more practice. In addition, good experimental environment and teachers giving students timely encouragement and feedback in the process of self-evaluation are also the premise of effective self-evaluation experiments.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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