發(fā)布時(shí)間：2018-04-15 07:20

  本文選題：多元評(píng)價(jià) + 高中英語(yǔ)��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：英語(yǔ)寫(xiě)作是學(xué)生英語(yǔ)綜合能力的體現(xiàn),也是英語(yǔ)學(xué)習(xí)的四項(xiàng)基本技能之一。長(zhǎng)期以來(lái),寫(xiě)作教學(xué)一直是高中英語(yǔ)教學(xué)中的一個(gè)重點(diǎn)和難點(diǎn)。然而,從四川省近幾年的高考情況來(lái)看,學(xué)生的寫(xiě)作成績(jī)并不太理想,書(shū)面表達(dá)成為失分較多的題型之一。如何有效地提高學(xué)生的英語(yǔ)寫(xiě)作水平已成為師生們?nèi)找骊P(guān)注的問(wèn)題。作為寫(xiě)作教學(xué)的一個(gè)重要環(huán)節(jié),寫(xiě)作評(píng)價(jià)的方式與效果直接影響到學(xué)生的寫(xiě)作動(dòng)機(jī)和寫(xiě)作態(tài)度。然而傳統(tǒng)的以教師為中心的寫(xiě)作評(píng)價(jià)方式單一而機(jī)械,它只強(qiáng)調(diào)了評(píng)價(jià)結(jié)果,而忽視了評(píng)價(jià)過(guò)程和學(xué)生在學(xué)習(xí)中的主體地位。這不僅不利于學(xué)生寫(xiě)作學(xué)習(xí)的能動(dòng)性和創(chuàng)造性的培養(yǎng),而且逐漸的降低了學(xué)生的寫(xiě)作動(dòng)機(jī)和寫(xiě)作興趣。教育部頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2003)明確倡導(dǎo)形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)相結(jié)合的評(píng)價(jià)體系,鼓勵(lì)學(xué)生,同伴,教師共同關(guān)注和參與評(píng)價(jià),從而實(shí)現(xiàn)評(píng)價(jià)主體的多元化和評(píng)價(jià)方式的多元化,使評(píng)價(jià)真正的關(guān)注到學(xué)生學(xué)習(xí)的過(guò)程,情感和策略,起到激勵(lì)學(xué)生學(xué)習(xí)的作用。因此,構(gòu)建高中英語(yǔ)寫(xiě)作教學(xué)多元化評(píng)價(jià)體系就顯得尤為緊迫和重要。目前多元評(píng)價(jià)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究還略顯不足。本研究在英語(yǔ)寫(xiě)作教學(xué)過(guò)程中結(jié)合教師評(píng)價(jià),自我評(píng)價(jià)和同伴評(píng)價(jià),開(kāi)展為期三個(gè)月的階段性應(yīng)用研究,旨在探討多元評(píng)價(jià)對(duì)高中英語(yǔ)寫(xiě)作教學(xué)的影響,論證以下三個(gè)問(wèn)題:1.學(xué)生對(duì)目前英語(yǔ)寫(xiě)作教學(xué)和多元評(píng)價(jià)方式的態(tài)度如何?2.多元評(píng)價(jià)對(duì)學(xué)生的英語(yǔ)寫(xiě)作水平有怎樣的影響?3.多元評(píng)價(jià)對(duì)學(xué)生的英語(yǔ)寫(xiě)作學(xué)習(xí)策略和合作精神有何影響?本研究在立足以往對(duì)多元評(píng)價(jià)的研究基礎(chǔ)之上,設(shè)計(jì)了問(wèn)卷表、作文評(píng)分量表和自我,同伴,教師評(píng)價(jià)表,利用問(wèn)卷調(diào)查,對(duì)比實(shí)驗(yàn)和訪(fǎng)談來(lái)解決以上三個(gè)方面的問(wèn)題。研究結(jié)果表明,與控制班相比較,實(shí)驗(yàn)班學(xué)生的寫(xiě)作興趣和寫(xiě)作能力都得到了較大的提高。在運(yùn)用多元評(píng)價(jià)的過(guò)程中,學(xué)生還養(yǎng)成了更好的寫(xiě)作學(xué)習(xí)習(xí)慣和策略,自主學(xué)習(xí)和合作學(xué)習(xí)的能力也得到了相應(yīng)的提升。由此可見(jiàn),多元評(píng)價(jià)可以成為調(diào)動(dòng)學(xué)生積極參與寫(xiě)作學(xué)習(xí)的有效機(jī)制,幫助學(xué)生更加清楚自己寫(xiě)作中的優(yōu)勢(shì)與不足,明確改進(jìn)的方向。同時(shí),它還有助于教師更新寫(xiě)作教學(xué)方法并提高寫(xiě)作教學(xué)效率與水平。
[Abstract]:English writing is not only the embodiment of students' comprehensive English ability, but also one of the four basic English learning skills.For a long time, writing teaching has been an important and difficult point in high school English teaching.However, according to the situation of the college entrance examination in Sichuan province in recent years, the students' writing achievement is not very ideal, and written expression has become one of the problems with many missing points.How to effectively improve students' English writing level has become a growing concern of teachers and students.As an important part of writing teaching, the way and effect of writing evaluation directly affect students' writing motivation and attitude.However, the traditional teacher-centered writing evaluation method is simple and mechanical. It only emphasizes the evaluation results, but neglects the evaluation process and the students' main position in learning.This is not only not conducive to the cultivation of students' initiative and creativity in writing learning, but also gradually reduces the students' writing motivation and interest.The English Curriculum Standard for Senior High School issued by the Ministry of Education (2003) clearly advocates the evaluation system that combines formative evaluation with summative evaluation, and encourages students, peers and teachers to pay close attention to and participate in the evaluation.In order to realize the diversification of evaluation subjects and evaluation methods, the evaluation really pays attention to the process of students' learning, emotion and strategies, and plays an important role in encouraging students to learn.Therefore, it is urgent and important to construct a diversified evaluation system of English writing teaching in senior high school.At present, the application research of multi-evaluation in English writing teaching in senior high school is still insufficient.In the process of English writing teaching, this study carried out a three-month phase application study combining teacher evaluation, self-evaluation and peer evaluation. The purpose of this study was to explore the impact of multiple evaluation on senior English writing teaching, and to demonstrate the following three questions: 1: 1.What is the attitude of the students towards the present English writing teaching and multiple evaluation methods?What is the effect of multivariate evaluation on students' English writing proficiency?What is the impact of multi-evaluation on students' English writing learning strategies and cooperative spirit?Based on the previous studies on multiple evaluation, this study designed a questionnaire, a composition rating scale and a self-evaluation, peer, teacher evaluation form, using questionnaires, comparative experiments and interviews to solve the above three problems.The results show that compared with the control class, the writing interest and writing ability of the students in the experimental class have been greatly improved.In the process of using multiple evaluation, students have also developed better writing habits and strategies, and the ability of autonomous learning and cooperative learning has been improved accordingly.It can be seen that multiple evaluation can become an effective mechanism to mobilize students to actively participate in writing learning, help students to understand their own strengths and weaknesses in writing, and clear the direction of improvement.At the same time, it also helps teachers to update writing teaching methods and improve the efficiency and level of writing teaching.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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