高考词语运用测试对高中教学的反拨作用研究

发布时间：2018-12-15 09:13

【摘要】：语言测试的反拨效应是指语言测试对语言教学产生的积极或消极的影响。至上世纪90年代以来,国内外学者对这个论题进行了大量的探讨和研究,提出了意义深远的理论假设和模式。特别是对诸多高风险、大规模的测试(托福、全国证书考试等)的实证研究,在一定程度上对当时的测试和教学改革有一定的促进作用。高考作为我国大规模、标准化的选拔性测试,目前是高校选拔人才的唯一标准测试,其是高中教与学的指挥棒。2014年山西省对英语高考题型进行了部分改革。英语高考试卷中,语法单选题被词语运用(语法填空)题取而代之。这对于山西省的考生来说是一种新题型。词语运用(语法填空)题型可以分为两大类:一类是根据提示词填空,考查学生对派生词及搭配搭配能力;另一类是无提示词填空,考查点以冠词、介词、助词、连词居多。这一题型的出现避免了单选题的缺点。选择题的猜测性大,干扰性也大,不能真实地反应学生的语言能力。此外,这一题型的出现必定会对高中教学产生积极或消极的反拨作用。教师和学生对这种题型的出现是何种态度?新题型对高中教与学的哪些方面产生影响,会产生怎样的影响?如何更好地发挥新题型对高中教学的积极作用?针对以上的研究问题,本文作者采用问卷调查,访谈和课堂观察三种研究工具对山西省运城市垣曲县的三所高中的30名英语老师和300名高三学生进行了实证研究,并采用SPSS统计程序对收集到的数据进行了描述性统计与分析。研究结果表明:高考词语运用题型对高中的教学产生了积极和消极的反拨作用。从整体来看,积极的反拨作用大于消极的反拨作用。大部分师生对改革后的新题型抱有积极的态度。新题型能够激发老师的教学积极性和学生的学习兴趣。新题型对整个课堂活动以及老师的教学方法有积极的影响。与单项选择相比,词语运用题型减轻了学生的学习负担,增强了学生的语言基础,但是与单项选择题相比,新题型增加了一定的难度,降低了一些学生的自信心。
[Abstract]:The backwash effect of language test refers to the positive or negative effect of language test on language teaching. Since the 1990s, scholars at home and abroad have made a great deal of research on this topic and put forward profound theoretical assumptions and models. In particular, the empirical research on many high risk and large scale tests (TOEFL, National Certificate examination, etc.), to a certain extent, has a certain role in promoting the testing and teaching reform at that time. As a large-scale and standardized selection test in China, the college entrance examination is the only standard test for the selection of talents in colleges and universities, and it is the baton of teaching and learning in senior high schools. In the English college entrance examination papers, grammar list topics are replaced by words and phrases (grammar blanks). This is a new type of question for the examinees in Shanxi Province. The use of words can be divided into two categories: one is to fill in the blanks according to the prompting words, and the other is to check the students' ability of derivation and collocation, and the other is to fill in the blanks with the unprompted words, the examination points are articles, prepositions, auxiliary words and conjunctions. The appearance of this topic type avoids the disadvantage of single topic selection. Multiple choice questions are highly speculative and intrusive, and cannot truly reflect students' language skills. In addition, the emergence of this type of question will certainly have a positive or negative backwash effect on senior high school teaching. What is the attitude of teachers and students to the emergence of this type of question? Which aspects of high school teaching and learning will be affected by the new question type? How to play the positive role of the new question type in senior high school teaching? In order to solve the above problems, the author makes an empirical study of 30 English teachers and 300 senior high school students in three senior high schools in Yuncheng, Shanxi Province, by means of questionnaire, interview and classroom observation. The data collected are described and analyzed by SPSS program. The results show that the use of questions in college entrance examination has a positive and negative backwash effect on senior high school teaching. From the overall point of view, the positive counter-dialling effect is greater than the negative anti-dialling effect. Most teachers and students have a positive attitude towards the new question type after the reform. New questions can stimulate teachers' enthusiasm and students' interest in learning. The new question type has a positive effect on the whole classroom activity and the teacher's teaching method. Compared with single choice, the use of words and phrases reduces the burden of learning and strengthens the students' language base, but compared with the single choice question, the new question type increases the difficulty and reduces the self-confidence of some students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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