本文選題：表現(xiàn)性評價 + 高中英語寫作教學�。� 參考：《信陽師范學院》2017年碩士論文

【摘要】：眾所周知,寫作最能反映學生的綜合能力,并且在英語學習和各種學業(yè)成績測試中占有相當大的比重。在傳統(tǒng)的英語寫作教學中,學生被動的接受教師的評價,學生的寫作能力得不到提高,這種教學方式不能激發(fā)學生的寫作興趣,嚴重影響英語寫作的教學質(zhì)量。為了改變這種英語寫作教學現(xiàn)狀,本文以多元智能理論為基礎,探索表現(xiàn)性評價模式在高中英語寫作教學中的應用。表現(xiàn)性評價模式注重評價學生在完成寫作任務過程中的表現(xiàn),具體地講,就是讓學生完成寫作任務,由評價者按照一定標準,對學生在完成任務過程中所表現(xiàn)的知識和能力、過程與方法以及情感、態(tài)度、價值觀進行判斷。在高中英語寫作教學中應用表現(xiàn)性評價模式能夠有效的激發(fā)學生的寫作興趣,促進學生智能發(fā)展,培養(yǎng)學生合作學習的能力,提高學生的英語寫作能力,提高教師評閱的效率,更有效地對學生完成寫作任務過程中的表現(xiàn)實施全方位的評價,通過師生信息互動,調(diào)整教學方法,提高教學質(zhì)量。本文分為六章:第一章介紹研究背景、目的和意義;第二章論述國內(nèi)外相關文獻;第三章論述理論基礎,包括表現(xiàn)性評價的含義和優(yōu)勢,多元智能理論的含義,以及多元智能理論與表現(xiàn)性評價的關系;第四章論述表現(xiàn)性評價在高中英語寫作教學中的應用,首先論述構建這種模式的原則,其次論述構建這種模式的步驟,最后闡述寫作教學設計案例;第五章實驗研究,將信陽市第十高級中學高一年級兩個平行班的學生作為研究對象,把它們分為實驗班和控制班,進行對比研究,在實驗班將表現(xiàn)性評價應用到英語寫作教學中,在控制班采用傳統(tǒng)的英語寫作教學方法,經(jīng)過一學期的寫作訓練,作者對兩個班的教學效果通過前測、后測、問卷調(diào)查和訪談的研究方法進行分析,并得出實驗結論:將表現(xiàn)性評價應用到高中英語寫作教學中可以有效的激發(fā)學生的寫作興趣、提高學生的英語寫作能力、提高教師評閱的效率;第六章對本研究進行總結。
[Abstract]:It is well known that writing can best reflect students' comprehensive ability and occupies a large proportion in English learning and various academic performance tests. In the traditional English writing teaching, the students passively accept the teacher's evaluation, and the students' writing ability can not be improved. This teaching method can not arouse the students' interest in writing and seriously affect the teaching quality of English writing. In order to change the present situation of English writing teaching, this paper, based on the theory of multiple intelligences, explores the application of expressiveness evaluation model in high school English writing teaching. The performance evaluation model focuses on evaluating students' performance in the process of completing their writing tasks. Specifically, it means that students should be allowed to complete their writing tasks, and the evaluators, in accordance with certain standards, will have a better understanding of the students' knowledge and ability in the process of completing the tasks. Process and method as well as emotions, attitudes, values to judge. The application of expressiveness evaluation model in senior high school English writing teaching can effectively stimulate students' interest in writing, promote students' intelligence development, cultivate students' ability of cooperative learning, improve students' English writing ability and improve the efficiency of teachers' evaluation. It is more effective to evaluate the students' performance in the process of completing the writing task, to adjust the teaching methods and improve the teaching quality through the interaction of teachers and students' information. This paper is divided into six chapters: the first chapter introduces the research background, purpose and significance; the second chapter discusses the relevant literature at home and abroad; the third chapter discusses the theoretical basis, including the meaning and advantages of performance evaluation, the meaning of the theory of multiple intelligences. The fourth chapter discusses the application of expressiveness evaluation in senior high school English writing teaching, first discusses the principle of constructing this model, and then discusses the steps of constructing it. In the fifth chapter, the students of two parallel classes in the first grade of the tenth senior high school in Xinyang city are taken as the research objects, and they are divided into the experimental class and the control class, and the comparative study is carried out. In the experimental class, the performance evaluation is applied to the teaching of English writing. In the control class, the traditional teaching method of English writing is adopted. After one semester of writing training, the author passes the pre-test and post-test to the teaching effect of the two classes. The research methods of questionnaire and interview are analyzed and the experimental conclusions are drawn: the application of expressiveness evaluation to the teaching of English writing in senior high school can effectively stimulate students' interest in writing and improve their English writing ability. Improve the efficiency of teacher evaluation; Chapter 6 summarizes this research.
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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