長期以來,英語閱讀測試一直以靜態(tài)評估方式為主,而較少使用動態(tài)的方式對學生的閱讀水平和策略進行評估。中國外語教學中的動態(tài)評估研究主要關注于對理論的介紹,實證研究相對較少,尤其是在英語閱讀教學方面。因此,本研究在參考國內外研究的基礎之上,旨在探索符合英語閱讀課程特點的動態(tài)評估教學模式,以此作為對靜態(tài)評估教學模式一種補充。據此,本研究主要回答以下兩個問題:（1）動態(tài)評估教學對學習者的閱讀理解能力有什么影響?（2）動態(tài)評估教學對學習者的閱讀策略有什么影響?本實驗基于維果斯基的最近發(fā)展區(qū)理論以及國內外學者構建的“介入式”動態(tài)評估模式進行實證研究。該實驗共經過前測、訓練及評估、遷移及測試、后測四個階段并選取了秦安縣初三10班的40名學生為被試,歷經八周。在前測階段,通過閱讀測試和策略調查問卷記錄學生的閱讀初始水平以及策略的使用情況。在訓練階段,對學生進行動態(tài)評估式的訓練以及評估。訓練包括泛讀,精讀和反思性閱讀3個步驟。其中反思性閱讀目的是讓學生完成推斷題,訓練其高級思維。在每個步驟中,教師會針對大意題、猜詞題、細節(jié)題、推斷題這四類閱讀題型給出由模糊到精確的提示。整個訓練過程結束后,為了解學生對這四... 

【文章來源】：西北師范大學甘肅省

【文章頁數(shù)】：98 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance
Chapter 2 Literature Review
    2.1 Introduction to Dynamic Assessment （DA）
        2.1.1 Static Assessment and Dynamic Assessment
        2.1.2 Different Models of Dynamic Assessment
    2.2 The Related Researches on Dynamic Assessment
        2.2.1 EFL Studies on Dynamic Assessment
        2.2.2 Dynamic Assessment Studies on Reading Comprehension
        2.2.3 Previous Studies on Reading Strategies of Learners
Chapter 3 Theoretical Foundations
    3.1 Sociocultural Theory and the Zone of Proximal Development （ZPD）
    3.2 Sociocultural Theory and Scaffolding Theory
    3.3 Developing-Expertise Model Theory
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 Reading Comprehension Tests
        4.3.2 English reading strategies questionnaires
    4.4 The Implementing of Dynamic Assessment
        4.4.1 Training Session
        4.4.2 Assessment for Training Session
        4.4.3 Transfer Session Based on Students’ Errors
        4.4.4 Test for Transfer
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 The Results of Dynamic Assessment on Reading Comprehension
    5.2 Discussion on Reading Comprehension
        5.2.1 Discussion on the Reading Comprehension Scores of Four Sessions
        5.2.2 Discussion on the Reading Comprehension Score of Four-type Questions
    5.3 The Results of Dynamic Assessment on Reading Strategies
    5.4 Discussion on Reading Strategies
        5.4.1 Discussion on the Five-type Reading Strategies
        5.4.2 Discussion on Reading Strategies about Four-type Reading Questions
Chapter 6 Conclusions
    6.1 Main Findings
    6.2 Implications of the Study
    6.3 Limitations and Suggestions of the Study
References
Appendix I Comprehension Test 1
Appendix II Reading Material
Appendix III Training Test
Appendix IV Practice and Feedback
Appendix V Transfer Training and Test
Appendix VI Reading Comprehension Test 2
Appendix VII
Appendix VIII Students’ Reading Score in the Reading Comprehension Tests
Acknowledgements



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