英語寫作作為英語學(xué)習(xí)的一項(xiàng)輸出技能,能夠全面綜合地考察和鞏固學(xué)生英語知識(shí)的掌握情況,在英語學(xué)習(xí)中起著非常重要的作用。而學(xué)生寫作水平的高低與其自身所具備的元認(rèn)知能力密切相關(guān),元認(rèn)知能力越強(qiáng),則寫作水平越高。另外,傳統(tǒng)寫作教學(xué)關(guān)注寫作結(jié)果,忽視了學(xué)生的寫作過程與實(shí)際體驗(yàn),而動(dòng)態(tài)評(píng)估（Dynamic Assessment,以下簡稱DA）關(guān)注學(xué)生的整個(gè)學(xué)習(xí)過程,將教學(xué)與評(píng)估有機(jī)融合起來。因此,本研究構(gòu)建了學(xué)生寫作元認(rèn)知能力的DA教學(xué)模式,來驗(yàn)證它在初中英語寫作課堂的可行性和有效性。本研究采用實(shí)驗(yàn)研究,主要解決三個(gè)問題:DA介入元認(rèn)知教學(xué)對學(xué)生英語寫作水平的影響;DA介入元認(rèn)知教學(xué)對學(xué)生寫作元認(rèn)知能力的影響;學(xué)生對DA介入寫作元認(rèn)知教學(xué)模式的看法。研究對象為洛陽市汝陽縣某中學(xué)七年級(jí)兩個(gè)平行班的64名學(xué)生,研究采用“前測-DA干預(yù)-后測”的模式。實(shí)驗(yàn)前對學(xué)生進(jìn)行問卷調(diào)查和訪談,了解其寫作水平及元認(rèn)知能力。根據(jù)問卷和訪談結(jié)果,構(gòu)建了初中英語寫作課堂學(xué)生元認(rèn)知能力的DA教學(xué)模式,對實(shí)驗(yàn)班的學(xué)生在寫前、寫中以及寫后階段進(jìn)行了一個(gè)學(xué)期的DA介入元認(rèn)知指導(dǎo)教學(xué)。除此之外,還在實(shí)驗(yàn)的各個(gè)階段對實(shí)驗(yàn)班的部分學(xué)生... 

【文章來源】：洛陽師范學(xué)院河南省

【文章頁數(shù)】：80 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 Dynamic Assessment
        2.1.1 Definition of DA
        2.1.2 Theoretical Basis of DA
        2.1.3 Major Approaches to DA
    2.2 Metacognitive Competence
        2.2.1 Metacognition Theory
        2.2.2 The Components of Metacognition
    2.3 Reviews on English Writing Teaching Approaches
        2.3.1 Product Approach
        2.3.2 Process Approach
        2.3.3 Task-based Approach
    2.4 Application of DA and Metacognition in EFL Writing Learning and Teaching
        2.4.1 Application of DA in Language Learning and Teaching
        2.4.2 Application of Metacognition in Language Learning and Teaching
        2.4.3 Summary of the Literature
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Writing Materials Selected in Teaching and Tests
    3.4 Research Design
        3.4.1 Experimental Procedure
        3.4.2 The Construction of a DA Mode for Writing Metacognitive Competence
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Students’Improvement in Test Scores
        4.1.1 Writing Scores Analysis of EC and CC in Pre-test
        4.1.2 Writing Scores Analysis of EC and CC in Post-test
    4.2 Students’Improvement in Writing Metacognitive Competence
        4.2.1 Students’Improvement in Metacognitive Knowledge
        4.2.2 Students’Improvement in Metacognitive Experiences
        4.2.3 Students’Improvement in Metacognitive Strategies
    4.3 Students’Views on the Integration of DA and Metacognitive Instruction
        4.3.1 Questionnaire Results and Analysis of Students’Views on DA Interventional Metacognitive Instruction
        4.3.2 Interview Results and Analysis during the Experiment
        4.3.3 Interview Results and Analysis after the Experiment
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Research
    5.4 Suggestions for Further Studies
References
Appendix Ⅰ:Questionnaire on Students’Writing Metacognitive Competence
Appendix Ⅱ:Questionnaire of Students’Views on the DA Interventional Metacognitive Instruction in EFL Writing Class
Appendix Ⅲ:Interview Questions
Appendix Ⅳ:Pre-test
Appendix Ⅴ:Post-test
Acknowledgements


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博士論文
[1]動(dòng)態(tài)評(píng)估理論與應(yīng)用研究[D]. 范兆蘭.南京師范大學(xué) 2006



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