發(fā)布時(shí)間：2023-05-30 19:55

　　準(zhǔn)確評(píng)估學(xué)生表現(xiàn),并基于評(píng)價(jià)數(shù)據(jù)做出有效教學(xué)決策是教師工作最重要的內(nèi)容之一�！镀胀ǜ咧杏⒄Z(yǔ)課程標(biāo)準(zhǔn)》(2017)中也進(jìn)一步明確了評(píng)價(jià)的促學(xué)作用,指出“教師需要處理好教、學(xué)、評(píng)的關(guān)系,達(dá)到以評(píng)促教、以評(píng)促學(xué)的目的”。然目前,我國(guó)在這方面的研究起步較晚,理論和實(shí)踐探究均略顯不足,研究?jī)?nèi)容主要為現(xiàn)狀調(diào)查與因素分析,且研究對(duì)象主要為在職教師,從職前教師評(píng)價(jià)效能感角度來(lái)結(jié)合評(píng)價(jià)素養(yǎng)的研究幾乎是一片空白的。本研究將全面基于我國(guó)外語(yǔ)教學(xué)和評(píng)價(jià)的實(shí)際,采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法和訪談法,對(duì)一所雙一流師范院校和一所普通師范院校的108位職前英語(yǔ)教師的評(píng)價(jià)素養(yǎng)和評(píng)價(jià)效能感情況進(jìn)行調(diào)查與分析,并選擇了具有代表性的調(diào)查對(duì)象進(jìn)行了訪談,以望為提高職前教師的評(píng)價(jià)素養(yǎng)提供可行性的建議。本研究中的評(píng)價(jià)素養(yǎng)借鑒趙雪晶(2014)的研究框架,認(rèn)為教師評(píng)價(jià)素養(yǎng)是由評(píng)價(jià)意識(shí),評(píng)價(jià)態(tài)度,評(píng)價(jià)知識(shí)和評(píng)價(jià)技能構(gòu)成。而評(píng)價(jià)效能感是教師教學(xué)效能感的一個(gè)組成部分,即教師對(duì)自己評(píng)價(jià)學(xué)生學(xué)習(xí)進(jìn)度的效能感或信心。效能感問(wèn)卷借鑒以往教學(xué)效能感問(wèn)卷編制維度,并結(jié)合評(píng)價(jià)的“七個(gè)標(biāo)準(zhǔn)”維度(1990),由作者稍作修改而成。本研究關(guān)注的三個(gè)問(wèn)題為:(1...

【文章頁(yè)數(shù)】：89 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and significance
        1.2.1 Purpose of the Research
        1.2.2 Significance of the Research
    1.3 Layout of the Research
Chapter Two Literature Review
    2.1 Definition of key terms
        2.1.1 Assessment Literacy
        2.1.2 Language Assessment Literacy
        2.1.3 Self-efficacy
        2.1.4 Assessment Efficacy
        2.1.5 Pre-service English Teachers
    2.2 Relevant studies at home and abroad
        2.2.1 Assessment Literacy
        2.2.2 Assessment Efficacy
        2.2.3 The Correlation between Pre-service English Teachers’Assessment Literacy andAssessment Efficacy
        2.2.4 Summary
    2.3 Theoretical Foundations
        2.3.1 Developmental Assessment Theory
        2.3.2 Teacher Professional Development Connotation Theory
        2.3.3 Self-efficacy Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Method
        3.4.1 Literature Review
        3.4.2 Questionnaire Investigation
        3.4.3 Interview Analysis
    3.5 Research Procedures
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter Four Results and Discussions
    4.1 Pre-service English Teachers Characteristics
    4.2 Results of Pre-service English Teachers’Assessment Literacy
        4.2.1 Overall description of Assessment Literacy
        4.2.2 Relationship between Assessment Literacy and Background Information Factors
    4.3 Results of Assessment Efficacy
        4.3.1 Overall description of Assessment Efficacy
        4.3.2 Relationship between Assessment Efficacy and Background Information Factors
    4.4 The Correlation between Pre-service English Teacher’s Assessment Literacy and AssessmentEfficacy
        4.4.1 The Correlation betweenAssessment Consciousness andAssessment Efficacy
        4.4.2 The Correlation between Assessment Attitude and Assessment Efficacy
        4.4.3 The Correlation between Assessment Knowledge and Assessment Efficacy
        4.4.4 The Correlation between Assessment Skills and Assessment Efficacy
    4.5 Interviews
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Educational Implications
    5.3 Limitations
    5.4 Suggestions for Future Study
References
Appendix A The Questionnaire
Appendix B The Interview Protocol
Acknowledgements



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