發(fā)布時(shí)間：2024-03-03 13:40

　　普通高中英語語言技能主要分為理解性技能和表達(dá)性技能,其中寫作屬于表達(dá)性技能。要求學(xué)生在書面表達(dá)中根據(jù)表達(dá)的需要選擇詞匯和語法結(jié)構(gòu),設(shè)計(jì)合理的語篇結(jié)構(gòu)以傳遞信息、論證觀點(diǎn)、表達(dá)情感。目前,高中英語寫作教學(xué)評估大都采用靜態(tài)的評估方式,多以學(xué)生上交的最終作文為批改文本,從而忽視了寫作過程,無法充分開展好形成性評價(jià),發(fā)揮評價(jià)的激勵(lì)、促學(xué)和反撥作用。因此,新的寫作評估方式的應(yīng)用是非常必要的。近年來,動(dòng)態(tài)評估作為教育研究中的一種交互式評價(jià)方式引起了國內(nèi)外學(xué)者的廣泛關(guān)注,其理論主要源于中介學(xué)習(xí)經(jīng)驗(yàn)理論和最近發(fā)展區(qū)的概念。過程取向和教學(xué)介入與評估相結(jié)合是其最鮮明的特點(diǎn)。然而,關(guān)于將動(dòng)態(tài)評估理論應(yīng)用于寫作教學(xué)中的研究基本集中在大學(xué)英語寫作教學(xué)。本研究在回顧國內(nèi)外相關(guān)研究的基礎(chǔ)上,將動(dòng)態(tài)評估理論引入高中英語寫作教學(xué)中,以期改變以靜態(tài)評價(jià)為主,過分強(qiáng)調(diào)結(jié)果而忽略過程的高中英語寫作教學(xué)現(xiàn)狀。本研究通過問卷調(diào)查法、教學(xué)實(shí)驗(yàn)法、測試法和訪談法解決以下三個(gè)問題:(1)動(dòng)態(tài)評估理論如何應(yīng)用于高中英語寫作教學(xué)?(2)動(dòng)態(tài)評估理論應(yīng)用于高中英語寫作教學(xué)的效果如何?(3)動(dòng)態(tài)評估實(shí)施前后學(xué)生英語寫作態(tài)度是怎樣的?本研究選取...

【文章頁數(shù)】：81 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 English Writing Teaching Studies at Home& Abroad
    2.2 Dynamic Assessment Studies at Home& Abroad
    2.3 Dynamic Assessment in English Writing Teaching Studies at Home& Abroad
Chapter Three Theoretical Foundation
    3.1 Dynamic Assessment Theory
        3.1.1 Definition of Dynamic Assessment
        3.1.2 The Mode of Dynamic Assessment
        3.1.3 Dynamic Assessment vs.Static Assessment
    3.2 Zone of Proximal Development
    3.3 Intermediary Learning Experience Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 English Writing Tests
        4.3.3 A Semi-structured Interview
    4.4 Research Procedures
        4.4.1 Pre-writing and First Draft
        4.4.2 Peer-assessment
        4.4.3 Revision
        4.4.4 Teacher-assessment
        4.4.5 Final Draft and Post-writing
    4.5 Data Collection
Chapter Five Results and Discussion
    5.1 The Application of Dynamic Assessment Mode in English Writing Teaching
    5.2 The Effect of Dynamic Assessment in English Writing Teaching
        5.2.1 Results and Discussion of the Pre-test
        5.2.2 Results and Discussion of the Post-test
    5.3 Variation of Students'English Writing Attitude
        5.3.1 Results and Discussion of Questionnaire Survey
        5.3.2 Results and Discussion of Semi-structured Interview
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications for English Writing Teaching
    6.3 Limitations and Suggestions
References
Appendixes
    Appendix Ⅰ Questionnaire(before the experiment)
    Appendix Ⅱ Pre-test Task
    Appendix Ⅲ Post-test Task
    Appendix Ⅳ Evaluation Standards of Academic Level Test
    Appendix Ⅴ Compositions of Students with Different English Writing Levels
    Appendix Ⅵ Questionnaire(after the experiment)
    Appendix Ⅶ The Outline of Semi-structured Interview
    Appendix Ⅷ Results of Writing Tasks in Pre-test and Post-test
Acknowledgements



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