本文關鍵詞： 動態(tài)評價 高中英語寫作 動態(tài)評價寫作教學模式　出處：《江西師范大學》2016年碩士論文　論文類型：學位論文

【摘要】：近年來,國內涌現(xiàn)出大量有關教學評價的研究,其中大部分是以終結性測試為主導。這種評價方式內容統(tǒng)一,標準機械化,過分強調結果而忽視學習過程。然而,動態(tài)評價(Dynamic Assessment,簡稱DA)挑戰(zhàn)傳統(tǒng)教學與評估觀念,指出教學與評價不應該分離,相反地,兩者應該綜合成為一體(SayyedMahboubeh,2014)。動態(tài)評價于二十世紀六十年代盛行國外,九十年代引入國內,大量有關動態(tài)評價的介紹為實證研究提供了理論支持。本文運用了動態(tài)評價理論為依據的寫作教學法在高中生中展開了實驗研究。本文實驗是在江西省南康第三中學開展,對象涉及高一年級兩個平行班,共116名學生。本研究的研究問題如下:1)實施動態(tài)評價對學生的寫作態(tài)度是否有顯著影響?2)實施動態(tài)評價后學生的前測與后測成績是否有顯著差異?經過為期四個月的英語寫作教學,本文得出以下研究結果:1)從前測問卷結果,筆者發(fā)現(xiàn)大部分學生對于英語寫作的興趣不大,信心不足,因此會在一定程度上影響其寫作主動性和寫作能力;2)從后測問卷結果可以看出,大部分學生對于英語寫作的態(tài)度比之前更加積極了,表現(xiàn)出更大的興趣和信心;3)實施動態(tài)評價后,實驗班學生的后測成績明顯比控制班的高,表明動態(tài)評價對于提高學生的寫作能力很有效;4)動態(tài)評價寫作教學加強了師生間、生生間的互動交流�；谶@些結論,本項研究給以后的英語寫作教學帶來了很多啟示意義。雖然本研究也存在著一定的局限性,一些問題還需要更深層次的探討,但是本研究在高中英語寫作教學中也是一次創(chuàng)新的嘗試。
[Abstract]:In recent years, a lot of research about the teaching evaluation of the emergence of China, most of which is based on the summative test oriented. The unified method of the evaluation content and standard of mechanization, too much emphasis on the results of the neglect of the learning process. However, the dynamic evaluation (Dynamic Assessment, referred to as DA) to challenge the traditional teaching and teaching evaluation concept, teaching and evaluation is pointed out on the contrary, they should be separated, should be integrated into one (SayyedMahboubeh, 2014). The dynamic evaluation in 1960s 90s into the domestic and foreign popular, a large number of the introduction of dynamic evaluation provides theoretical support for the empirical research. This paper uses the dynamic evaluation theory for the teaching of writing in senior high school students in law was studied in this paper. The experiment was carried out in Jiangxi Province, Nankang third middle school, the first grade high involved two classes, a total of 116 students. This study asked Questions are as follows: 1) whether there is a significant effect of dynamic evaluation of students' writing attitude? 2) the implementation of dynamic evaluation of students after the pre-test and post test whether there are significant differences between grades? Through the teaching of English writing for a period of four months, the results of the study are as follows: 1) from the pre-test questionnaire results, the author found that most for the students' interest in English writing is not a lack of confidence, therefore will affect their writing initiative and writing ability in some degree; 2) from the post test questionnaire results, most students' attitudes towards English writing is more active than before, showing greater interest and confidence; 3) the implementation of dynamic evaluation later, the students in the experimental class after the test results significantly higher than the control class, shows that the dynamic evaluation is very effective in improving students' writing ability; 4) dynamic evaluation of writing teaching to strengthen the interaction between teachers and students, students students based on these. Conclusion this study has brought many inspirations to future English writing teaching. Although there are still some limitations in this study, some problems need further exploration, but this research is also an innovative attempt in English Writing Teaching in senior middle school.

【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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本文編號：1485034