高中英语写作反馈方式比较研究：动态评估理论视角
发布时间：2024-02-23 23:00
长期以来,我国高中英语写作教学大多以终结性的测试为主,写作反馈主要为教师书面反馈和学生自查,方法单一,重视写作成绩而忽视写作过程,不能有效提高学生的写作水平。动态评估理论在英语写作教学中的应用研究,能通过师生互动或生生对话互动、教师干预等方式,建立一个将教学与评估相结合,注重写作教学的过程取向,激发学生学习兴趣的教学模式。但国内外对于动态评估理论的研究主要为理论研究,实证研究较少。本文将以动态评估理论为基础,对两种写作反馈方式进行对比研究,以期提高学生的写作能力。本研究尝试通过在实验班与对照班分别实施教师反馈+小组互评+学生自查反馈和教师反馈+学生自查反馈两种不同反馈方式的教学实验来回答以下问题:(1)哪种写作方式更能有效提高写作水平,有效性表现在哪些方面?(2)学生对两种写作反馈方式的评价如何?(3)哪种写作方式更能激发学生的写作兴趣?参加本研究的107名学生是山东师范大学附属中学的高一学生,按照自然班分为实验班和控制班。作者首先通过前测对比了两个班的英语写作水平,然后对实验班进行了小组反馈培训,并分发给学生们具体的反馈细则。在实验班和控制班的写作教学中,作者分别实践了教师反馈和同伴...
【文章页数】：74 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the study
1.2 Purpose and significance of the study
1.3 Organization of the thesis
Chapter Two Literature Review
2.1 Dynamic assessment theory
2.1.1 Definitions of dynamic assessment
2.1.2 Related studies in dynamic assessment theory abroad
2.1.3 Related studies in dynamic assessment theory at home
2.2 Writing feedback
2.2.1 Definitions and types of writing feedback
2.2.2 Related studies in writing feedback abroad
2.2.3 Related studies in writing feedback at home
2.3 Theoretical framework
2.3.1 The zone of proximal development theory
2.3.2 Interactionist assessment
Chapter Three Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research methods
3.3.1 Experimental research method
3.3.2 Questionnaire method
3.3.3 Observation method
3.3.4 Interview method
3.4 Research instruments
3.4.1 Pre-test for students
3.4.2 Pre-test questionnaire
3.4.3 Post-test for students
3.4.4 Post-test questionnaire
3.5 Research procedures
3.5.1 Pre-test
3.5.2 Pre-test questionnaire
3.5.3 Group feedback training
3.5.4 Writing procedures
3.5.5 Post-test
3.5.6 Post-test questionnaire
3.5.7 Data collection and analysis
Chapter Four Results and Discussion
4.1 The analysis of pre-test and post-test Scores between CC and EC
4.1.1 Scores of pre-test between CC and EC
4.1.2 Scores of post-test between CC and EC
4.2 The analysis of post-test questionnaire in EC
4.3 The Analysis of interviews in experimental class
4.3.1 Interview records
4.3.2 The analysis of student interviews
4.3.3 The analysis of teacher interview
4.4 Summary
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations and suggestions for future studies
References
Appendices
Acknowledgements
本文编号：3908120
【文章页数】：74 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Background of the study
1.2 Purpose and significance of the study
1.3 Organization of the thesis
Chapter Two Literature Review
2.1 Dynamic assessment theory
2.1.1 Definitions of dynamic assessment
2.1.2 Related studies in dynamic assessment theory abroad
2.1.3 Related studies in dynamic assessment theory at home
2.2 Writing feedback
2.2.1 Definitions and types of writing feedback
2.2.2 Related studies in writing feedback abroad
2.2.3 Related studies in writing feedback at home
2.3 Theoretical framework
2.3.1 The zone of proximal development theory
2.3.2 Interactionist assessment
Chapter Three Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research methods
3.3.1 Experimental research method
3.3.2 Questionnaire method
3.3.3 Observation method
3.3.4 Interview method
3.4 Research instruments
3.4.1 Pre-test for students
3.4.2 Pre-test questionnaire
3.4.3 Post-test for students
3.4.4 Post-test questionnaire
3.5 Research procedures
3.5.1 Pre-test
3.5.2 Pre-test questionnaire
3.5.3 Group feedback training
3.5.4 Writing procedures
3.5.5 Post-test
3.5.6 Post-test questionnaire
3.5.7 Data collection and analysis
Chapter Four Results and Discussion
4.1 The analysis of pre-test and post-test Scores between CC and EC
4.1.1 Scores of pre-test between CC and EC
4.1.2 Scores of post-test between CC and EC
4.2 The analysis of post-test questionnaire in EC
4.3 The Analysis of interviews in experimental class
4.3.1 Interview records
4.3.2 The analysis of student interviews
4.3.3 The analysis of teacher interview
4.4 Summary
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations and suggestions for future studies
References
Appendices
Acknowledgements
本文编号：3908120
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