师生合作评价在初中英语写作教学中的实验研究
发布时间：2024-05-12 11:47
英语写作是英语学习中重要的输出技能之一,而写作评价有助于学生发现英语写作中存在的问题,从而提高学生英语写作成绩。近年来,涌现了大量不同英语写作评价方式对学生英语写作影响的研究,如:教师评价、同伴互评、机器评价等。为了弥补现有评价的不足,文秋芳及其团队于2016年提出了一种新型的评价方式--师生合作评价。目前对师生合作评价的研究大多停留在理论层面,而对其相关的实证研究相对较少。因此,在实际教学中探讨师生合作评价对学生英语写作的影响十分必要。本研究基于输出驱动,输入促成假设、输入假设和输出假设,以初中生为研究对象,探讨师生合作评价对初中生英语写作成绩和写作态度的影响。本研究旨在回答以下两个问题:(1)师生合作评价对初中生英语写作成绩以及对写作成绩中语言、内容、结构的分项成绩有什么影响?(2)师生合作评价对初中生的英语写作态度有什么影响?本研究以广东省江门市某中学八年级两个班106名学生为研究对象,开展了将近三个月的实验研究。实验前,研究者在实验组和对照组分别进行英语写作前测,目的在于检验两组被试的英语写作成绩是否相当。随后,研究者在实验组发放英语写作态度调查问卷1,目的在于了解实验前学生英...
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Objectives of the Research
1.3 Significance of the Research
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Teacher-student Collaborative Assessment
2.1.1 The Development of Teacher-student Collaborative Assessment
2.1.2 Basic Concepts on the Implementation of TSCA
2.2 Teacher Feedback
2.2.1 Researches on Teacher Feedback Abroad
2.2.2 Researches on Teacher Feedback at Home
2.3 Peer Feedback
2.3.1 Researches on Peer Feedback Abroad
2.3.2 Researches on Peer Feedback at Home
2.4 Comparative Studies on Teacher Feedback and Peer Feedback
2.4.1 Comparative Studies on Teacher Feedback and Peer Feedback Abroad
2.4.2 Comparative Studies on Teacher Feedback and Peer Feedback at Home
2.5 Teacher-student Collaborative Assessment
2.6 Critique of the Previous Researches
Chapter Three Theoretical Foundations
3.1 Input Hypothesis
3.2 Output Hypothesis
3.3 Output-driven, Input-enabled Hypothesis
3.3.1 Output-driven Hypothesis
3.3.2 Output-driven, Input-enabled Hypothesis
3.4 TSCA within the Theoretical Foundations
Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 Interview
4.3.4 Standards for Evaluation of English Writing
4.4 Research Procedures
4.5 Teaching Case
4.6 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results of the pre-test
5.1.1 Results of the Final Exam in Pre-test
5.1.2 Results of the Writing Test of CG and EG in Pre-test
5.2 Results of EG and CG in Post-test
5.2.1 Comparative Analysis of Pre-test and Post-test
5.2.2 Results of comparison of language, content and organization in EG
5.3 Results of Questionnaires
5.3.1 Results of Questionnaire 1
5.3.2 Results of Questionnaire 2
5.4 Results of the Interview
5.5 Discussion
Chapter Six Conclusions
6.1 Major Findings
6.2 Implications of the Research
6.3 Limitations and Suggestions
6.3.1 Limitations of the Research
6.3.2 Suggestions of Further Researches
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
本文编号：3971283
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Objectives of the Research
1.3 Significance of the Research
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Teacher-student Collaborative Assessment
2.1.1 The Development of Teacher-student Collaborative Assessment
2.1.2 Basic Concepts on the Implementation of TSCA
2.2 Teacher Feedback
2.2.1 Researches on Teacher Feedback Abroad
2.2.2 Researches on Teacher Feedback at Home
2.3 Peer Feedback
2.3.1 Researches on Peer Feedback Abroad
2.3.2 Researches on Peer Feedback at Home
2.4 Comparative Studies on Teacher Feedback and Peer Feedback
2.4.1 Comparative Studies on Teacher Feedback and Peer Feedback Abroad
2.4.2 Comparative Studies on Teacher Feedback and Peer Feedback at Home
2.5 Teacher-student Collaborative Assessment
2.6 Critique of the Previous Researches
Chapter Three Theoretical Foundations
3.1 Input Hypothesis
3.2 Output Hypothesis
3.3 Output-driven, Input-enabled Hypothesis
3.3.1 Output-driven Hypothesis
3.3.2 Output-driven, Input-enabled Hypothesis
3.4 TSCA within the Theoretical Foundations
Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 Interview
4.3.4 Standards for Evaluation of English Writing
4.4 Research Procedures
4.5 Teaching Case
4.6 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results of the pre-test
5.1.1 Results of the Final Exam in Pre-test
5.1.2 Results of the Writing Test of CG and EG in Pre-test
5.2 Results of EG and CG in Post-test
5.2.1 Comparative Analysis of Pre-test and Post-test
5.2.2 Results of comparison of language, content and organization in EG
5.3 Results of Questionnaires
5.3.1 Results of Questionnaire 1
5.3.2 Results of Questionnaire 2
5.4 Results of the Interview
5.5 Discussion
Chapter Six Conclusions
6.1 Major Findings
6.2 Implications of the Research
6.3 Limitations and Suggestions
6.3.1 Limitations of the Research
6.3.2 Suggestions of Further Researches
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
本文编号：3971283
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