档案袋评价在贵州农村初中英语写作中的应用
发布时间：2019-03-20 21:10
【摘要】：写作教学是初中英语教学的重要内容,如何提高写作教学的效果和质量是英语教师十分关心的话题。在贵州偏远的乡村中学,英语教师普遍采用传统的教学方法和评价方式,过度重视写作结果,却忽视了学生的写作过程,也不关注学生的自我评价和反思。学生缺乏写作的积极性和主动性,对写作缺乏信心。因此,迫切需要改革现今的英语写作评价方式。新课程标准倡导形成性评价和终结性评价相结合。笔者调查发现,在四项基本技能(听、说、读、写)里,写作是他们最难掌握的技能,而写作又是最高级的语言技能。为了解决如今初中英语写作教学中存在的主要问题,作者借鉴部分学者在高中英语写作中实施档案袋过程性评价的经验,将档案袋过程写作法应用于所任教的花溪区孟关中学,作者在所任教的两个初中班里随机选择一个班做为实验班,另一个班作为控制班。实验前,两个班英语写作水平相差不大,英语写作习惯和对写作的兴趣和信心都相近。这些信息可以从问卷调查和前测的结果中得到证实。实验中,在实验班开展英语写作档案袋评价,在控制班的英语写作仍采用传统的终结性评价方式。除此之外,这两个班英语写作的其他条件相同,如相同的教学设计,相同的老师,相同的教学方法和教材,相同的教学时间等。本研究主要回答以下几个问题:1.如何把档案袋评价应用于英语写作课堂中?2.档案袋评价是否能提高学生的写作水平和写作兴趣?3.档案袋评价是否能促使学生养成来年良好的反思习惯?实验结果表明:档案袋评价能提高部分学生的英语写作兴趣,并提高他们的写作能力和促进他们进行反思。学生在完成写作任务的同时,加强了同学间的合作,培养了学生的团队精神。然而,对于英语基础较差的学生,档案袋评价并没有起到明显的作用。教师仍需多渠道引导学生对英语产生兴趣。
[Abstract]:Writing teaching is an important part of junior middle school English teaching. How to improve the effect and quality of writing teaching is a topic of great concern to English teachers. In the remote rural middle schools of Guizhou Province, English teachers generally adopt traditional teaching methods and evaluation methods, pay too much attention to the writing results, but ignore the students' writing process, and do not pay attention to the students' self-evaluation and reflection. Students lack enthusiasm and initiative in writing and lack confidence in writing. Therefore, there is an urgent need to reform the current assessment of English writing. The new curriculum standard advocates the combination of formative evaluation and concluding evaluation. The author found that among the four basic skills (listening, speaking, reading and writing), writing is the most difficult skill for them to master, and writing is the most advanced language skill. In order to solve the main problems existing in the teaching of English writing in junior middle school, the author draws lessons from the experience of some scholars in carrying out the process evaluation of portfolio in high school English writing, and applies the process writing method of portfolio to the Mengguan Middle School in Huaxi District where he teaches. The author randomly selects one class as the experimental class and the other class as the control class in the two junior high school classes he teaches. Before the experiment, there was no significant difference between the two classes in their English writing proficiency, and their English writing habits were similar to their interest and confidence in writing. This information can be confirmed from the results of questionnaires and pre-tests. In the experiment, the English writing portfolio evaluation was carried out in the experimental class, and the traditional summation evaluation method was still used in the control class. In addition, the other conditions of English writing in these two classes are the same, such as the same teaching design, the same teachers, the same teaching methods and teaching materials, the same teaching time, etc. This study mainly answers the following questions: 1. How to apply portfolio evaluation to English writing class? 2. Can portfolio evaluation improve students' writing level and interest in writing? 3. Can portfolio evaluation promote students to develop a good habit of reflection in the coming year? The experimental results show that portfolio evaluation can improve the students' interest in English writing, improve their writing ability and promote their reflection. While completing the task of writing, the students strengthen the cooperation between students and cultivate the team spirit of the students. However, portfolio evaluation does not play a significant role in English-based students. Teachers still need to guide students' interest in English through many channels.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2444634
[Abstract]:Writing teaching is an important part of junior middle school English teaching. How to improve the effect and quality of writing teaching is a topic of great concern to English teachers. In the remote rural middle schools of Guizhou Province, English teachers generally adopt traditional teaching methods and evaluation methods, pay too much attention to the writing results, but ignore the students' writing process, and do not pay attention to the students' self-evaluation and reflection. Students lack enthusiasm and initiative in writing and lack confidence in writing. Therefore, there is an urgent need to reform the current assessment of English writing. The new curriculum standard advocates the combination of formative evaluation and concluding evaluation. The author found that among the four basic skills (listening, speaking, reading and writing), writing is the most difficult skill for them to master, and writing is the most advanced language skill. In order to solve the main problems existing in the teaching of English writing in junior middle school, the author draws lessons from the experience of some scholars in carrying out the process evaluation of portfolio in high school English writing, and applies the process writing method of portfolio to the Mengguan Middle School in Huaxi District where he teaches. The author randomly selects one class as the experimental class and the other class as the control class in the two junior high school classes he teaches. Before the experiment, there was no significant difference between the two classes in their English writing proficiency, and their English writing habits were similar to their interest and confidence in writing. This information can be confirmed from the results of questionnaires and pre-tests. In the experiment, the English writing portfolio evaluation was carried out in the experimental class, and the traditional summation evaluation method was still used in the control class. In addition, the other conditions of English writing in these two classes are the same, such as the same teaching design, the same teachers, the same teaching methods and teaching materials, the same teaching time, etc. This study mainly answers the following questions: 1. How to apply portfolio evaluation to English writing class? 2. Can portfolio evaluation improve students' writing level and interest in writing? 3. Can portfolio evaluation promote students to develop a good habit of reflection in the coming year? The experimental results show that portfolio evaluation can improve the students' interest in English writing, improve their writing ability and promote their reflection. While completing the task of writing, the students strengthen the cooperation between students and cultivate the team spirit of the students. However, portfolio evaluation does not play a significant role in English-based students. Teachers still need to guide students' interest in English through many channels.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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