干預(yù)式動(dòng)態(tài)評(píng)價(jià)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2021-01-16 19:52
在英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)技能中,寫(xiě)作是中國(guó)高中生在英語(yǔ)學(xué)習(xí)中最薄弱的環(huán)節(jié),因此高中英語(yǔ)寫(xiě)作教學(xué)日益受到重視。其中寫(xiě)作評(píng)價(jià)的效果是影響高中英語(yǔ)寫(xiě)作教學(xué)的關(guān)鍵。然而,現(xiàn)階段采用的寫(xiě)作評(píng)價(jià)方法多以靜態(tài)評(píng)價(jià),形成性評(píng)價(jià)為主,多是結(jié)果導(dǎo)向的評(píng)價(jià)方法,忽視寫(xiě)作過(guò)程。同時(shí),傳統(tǒng)的評(píng)價(jià)方法只著眼于學(xué)生當(dāng)前的能力,而無(wú)法預(yù)測(cè)學(xué)生在未來(lái)發(fā)展中的潛能。為了更好地發(fā)揮寫(xiě)作評(píng)價(jià)對(duì)寫(xiě)作教學(xué)的指導(dǎo)作用,動(dòng)態(tài)評(píng)價(jià)作為一種新的評(píng)價(jià)方法,以最近發(fā)展區(qū)理念為核心,將教學(xué)和評(píng)價(jià)相結(jié)合,預(yù)測(cè)學(xué)生的未來(lái)發(fā)展?jié)撃?為二語(yǔ)寫(xiě)作評(píng)價(jià)領(lǐng)域注入新的活力。本文基于集教、學(xué)、評(píng)為一體的外語(yǔ)寫(xiě)作動(dòng)態(tài)評(píng)價(jià)模型（孔文,2013）,試圖用多元化分析方法探究干預(yù)式動(dòng)態(tài)評(píng)價(jià)對(duì)英語(yǔ)寫(xiě)作以及學(xué)生遷移能力的影響;同時(shí)將干預(yù)式動(dòng)態(tài)評(píng)價(jià)和傳統(tǒng)評(píng)價(jià)進(jìn)行對(duì)比,以探究更高效的干預(yù)式動(dòng)態(tài)評(píng)價(jià)實(shí)施方案�；诖�,本文研究問(wèn)題如下:（1）干預(yù)式動(dòng)態(tài)評(píng)價(jià)是否能顯著改善寫(xiě)作質(zhì)量?（2）在改善寫(xiě)作質(zhì)量方面,干預(yù)式動(dòng)態(tài)評(píng)價(jià)和傳統(tǒng)評(píng)價(jià)存在哪些共性和區(qū)別?（3）在提升學(xué)生的遷移能力5方面,干預(yù)式動(dòng)態(tài)評(píng)價(jià)是否起到積極作用以及干預(yù)式動(dòng)態(tài)評(píng)價(jià)和傳統(tǒng)評(píng)價(jià)在這方面是否存在顯著差異?圍繞以上三個(gè)問(wèn)題,...
【文章來(lái)源】：山東師范大學(xué)山東省
【文章頁(yè)數(shù)】：110 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Dynamic Assessment
2.1.1 Differences between Dynamic Assessment and Traditional Evaluation
2.1.2 Differences between Dynamic Assessment and Formative Assessment
2.1.3 Researchers’Definitions of Dynamic Assessment
2.2 Theoretical Foundations of Dynamic Assessment
2.2.1 Vygotsky’s Sociocultural Theory
2.2.2 Feuerstein’s Structural Cognitive Modifiability Theory and Mediated LearningExperience
2.3 Major Models of Dynamic Assessment
2.3.1 Interventionist Dynamic Assessment
2.3.2 Interactionist Dynamic Assessment
2.4 Studies on the Application of Interventionist Dynamic Assessment to Second LanguageInstruction Abroad and at Home
2.4.1 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction Abroad
2.4.2 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 The English Written Task of Senior High School
3.3.2 Model of Interventionist Dynamic Assessment in Foreign Language Writing
3.3.3 A Freeware Tool for Profiling the Vocabulary Level and Complexity of Texts
3.4 Research Procedure
3.5 Data Collection and Data Analysis
3.5.1 Data Collection
3.5.2 Data Analysis
3.5.2.1 Measures of Lexical Complexity
3.5.2.2 Measures of Syntactic Complexity
Chapter Four Results and Discussion
4.1 The Influence of Interventionist Dynamic Assessment On Writing Quality
4.1.1 The Influence of Interventionist Dynamic Assessment on the Complexity ofWritings
4.1.1.1 Lexical Complexity
4.1.1.2 Syntactic Complexity
4.1.2 The Influence of Interventionist Dynamic Assessment on the Vocabulary and WordFrequency of Writings
4.2 Differences and Similarities between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Writing Quality
4.2.1 The Influence of Traditional Evaluation on the Complexity of Writings
4.2.1.1 Lexical Complexity
4.2.1.2 Syntactic Complexity
4.2.2 The Comparison about Students’Initial Writing Abilities with regard toComplexity of Writings
4.2.2.1 Lexical Complexity
4.2.2.2 Syntactic Complexity
4.2.3 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Complexity of Writings
4.2.3.1 Lexical Complexity
4.2.3.2 Syntactic Complexity
4.3 The Analysis of Students’Transfer Ability about Complexity of Writings
4.3.1 The Influence of Interventionist Dynamic Assessment on Students’TransferAbility in respect of Complexity of Writings
4.3.1.1 Lexical Complexity
4.3.1.2 Syntactic Complexity
4.3.2 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment in terms of Improving Transfer Ability about Complexity of Writings
4.3.2.1 Lexical Complexity
4.3.2.2 Syntactic Complexity
4.4 A Report of Interventionist Dynamic Assessment on English Writing
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
Publication
Acknowledgement
【參考文獻(xiàn)】：
期刊論文
[1]國(guó)外語(yǔ)言動(dòng)態(tài)評(píng)價(jià)的最新研究[J]. 劉森,武尊民. 現(xiàn)代外語(yǔ). 2017(06)
[2]基于核心素養(yǎng)的基礎(chǔ)教育評(píng)價(jià)改革[J]. 辛濤,姜宇. 中國(guó)教育學(xué)刊. 2017(04)
[3]基于動(dòng)態(tài)評(píng)價(jià)理論的英語(yǔ)語(yǔ)言學(xué)課程評(píng)價(jià)模式研究[J]. 李丹弟. 外語(yǔ)界. 2015(06)
[4]基于動(dòng)態(tài)評(píng)估理論的英語(yǔ)寫(xiě)作反饋方式比較研究[J]. 李奕華. 外語(yǔ)界. 2015(03)
[5]動(dòng)態(tài)評(píng)估視閾下基于外語(yǔ)課堂的教師干預(yù)[J]. 張艷紅. 外語(yǔ)測(cè)試與教學(xué). 2014(04)
[6]英語(yǔ)寫(xiě)作的詞匯豐富性發(fā)展特征——一項(xiàng)基于自建語(yǔ)料庫(kù)的縱貫研究[J]. 朱慧敏,王俊菊. 外語(yǔ)界. 2013(06)
[7]L2寫(xiě)作動(dòng)態(tài)評(píng)估中同伴中介干預(yù)和教師中介干預(yù)比較研究[J]. 孔文,李敦東,余國(guó)興. 外語(yǔ)界. 2013(03)
[8]動(dòng)態(tài)評(píng)價(jià)理論在英語(yǔ)過(guò)程寫(xiě)作教學(xué)中的運(yùn)用[J]. 何曄. 中國(guó)大學(xué)教學(xué). 2013(06)
[9]另類(lèi)評(píng)估的新發(fā)展:動(dòng)態(tài)評(píng)估面面觀(guān)[J]. 孔文,方潔. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2013(01)
[10]二語(yǔ)寫(xiě)作理論、教學(xué)與評(píng)估研究五十年[J]. 孔文,郭泉江. 外語(yǔ)測(cè)試與教學(xué). 2012(04)
博士論文
[1]大學(xué)英語(yǔ)寫(xiě)作教學(xué)的動(dòng)態(tài)評(píng)價(jià)研究[D]. 張艷紅.上海外國(guó)語(yǔ)大學(xué) 2012
[2]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
[3]維果茨基對(duì)現(xiàn)代西方心理學(xué)的影響[D]. 麻彥坤.南京師范大學(xué) 2005
碩士論文
[1]動(dòng)態(tài)評(píng)估在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 解純杰.山東師范大學(xué) 2018
[2]社會(huì)文化理論在國(guó)際漢語(yǔ)教學(xué)中的應(yīng)用研究[D]. 趙星星.陜西師范大學(xué) 2018
[3]動(dòng)態(tài)評(píng)價(jià)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 費(fèi)健.南京師范大學(xué) 2017
[4]基于最近發(fā)展區(qū)理論的糾正性反饋對(duì)高中生英語(yǔ)寫(xiě)作能力影響的研究[D]. 趙斯文.北京師范大學(xué) 2016
[5]英語(yǔ)寫(xiě)作動(dòng)態(tài)評(píng)估過(guò)程的微變化研究[D]. 李利英.四川外國(guó)語(yǔ)大學(xué) 2015
[6]干預(yù)式動(dòng)態(tài)評(píng)價(jià)對(duì)學(xué)困生英語(yǔ)口語(yǔ)能力影響的個(gè)案研究[D]. 陳玢.華中師范大學(xué) 2014
本文編號(hào)：2981429
【文章來(lái)源】：山東師范大學(xué)山東省
【文章頁(yè)數(shù)】：110 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Dynamic Assessment
2.1.1 Differences between Dynamic Assessment and Traditional Evaluation
2.1.2 Differences between Dynamic Assessment and Formative Assessment
2.1.3 Researchers’Definitions of Dynamic Assessment
2.2 Theoretical Foundations of Dynamic Assessment
2.2.1 Vygotsky’s Sociocultural Theory
2.2.2 Feuerstein’s Structural Cognitive Modifiability Theory and Mediated LearningExperience
2.3 Major Models of Dynamic Assessment
2.3.1 Interventionist Dynamic Assessment
2.3.2 Interactionist Dynamic Assessment
2.4 Studies on the Application of Interventionist Dynamic Assessment to Second LanguageInstruction Abroad and at Home
2.4.1 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction Abroad
2.4.2 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 The English Written Task of Senior High School
3.3.2 Model of Interventionist Dynamic Assessment in Foreign Language Writing
3.3.3 A Freeware Tool for Profiling the Vocabulary Level and Complexity of Texts
3.4 Research Procedure
3.5 Data Collection and Data Analysis
3.5.1 Data Collection
3.5.2 Data Analysis
3.5.2.1 Measures of Lexical Complexity
3.5.2.2 Measures of Syntactic Complexity
Chapter Four Results and Discussion
4.1 The Influence of Interventionist Dynamic Assessment On Writing Quality
4.1.1 The Influence of Interventionist Dynamic Assessment on the Complexity ofWritings
4.1.1.1 Lexical Complexity
4.1.1.2 Syntactic Complexity
4.1.2 The Influence of Interventionist Dynamic Assessment on the Vocabulary and WordFrequency of Writings
4.2 Differences and Similarities between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Writing Quality
4.2.1 The Influence of Traditional Evaluation on the Complexity of Writings
4.2.1.1 Lexical Complexity
4.2.1.2 Syntactic Complexity
4.2.2 The Comparison about Students’Initial Writing Abilities with regard toComplexity of Writings
4.2.2.1 Lexical Complexity
4.2.2.2 Syntactic Complexity
4.2.3 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Complexity of Writings
4.2.3.1 Lexical Complexity
4.2.3.2 Syntactic Complexity
4.3 The Analysis of Students’Transfer Ability about Complexity of Writings
4.3.1 The Influence of Interventionist Dynamic Assessment on Students’TransferAbility in respect of Complexity of Writings
4.3.1.1 Lexical Complexity
4.3.1.2 Syntactic Complexity
4.3.2 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment in terms of Improving Transfer Ability about Complexity of Writings
4.3.2.1 Lexical Complexity
4.3.2.2 Syntactic Complexity
4.4 A Report of Interventionist Dynamic Assessment on English Writing
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
Publication
Acknowledgement
【參考文獻(xiàn)】：
期刊論文
[1]國(guó)外語(yǔ)言動(dòng)態(tài)評(píng)價(jià)的最新研究[J]. 劉森,武尊民. 現(xiàn)代外語(yǔ). 2017(06)
[2]基于核心素養(yǎng)的基礎(chǔ)教育評(píng)價(jià)改革[J]. 辛濤,姜宇. 中國(guó)教育學(xué)刊. 2017(04)
[3]基于動(dòng)態(tài)評(píng)價(jià)理論的英語(yǔ)語(yǔ)言學(xué)課程評(píng)價(jià)模式研究[J]. 李丹弟. 外語(yǔ)界. 2015(06)
[4]基于動(dòng)態(tài)評(píng)估理論的英語(yǔ)寫(xiě)作反饋方式比較研究[J]. 李奕華. 外語(yǔ)界. 2015(03)
[5]動(dòng)態(tài)評(píng)估視閾下基于外語(yǔ)課堂的教師干預(yù)[J]. 張艷紅. 外語(yǔ)測(cè)試與教學(xué). 2014(04)
[6]英語(yǔ)寫(xiě)作的詞匯豐富性發(fā)展特征——一項(xiàng)基于自建語(yǔ)料庫(kù)的縱貫研究[J]. 朱慧敏,王俊菊. 外語(yǔ)界. 2013(06)
[7]L2寫(xiě)作動(dòng)態(tài)評(píng)估中同伴中介干預(yù)和教師中介干預(yù)比較研究[J]. 孔文,李敦東,余國(guó)興. 外語(yǔ)界. 2013(03)
[8]動(dòng)態(tài)評(píng)價(jià)理論在英語(yǔ)過(guò)程寫(xiě)作教學(xué)中的運(yùn)用[J]. 何曄. 中國(guó)大學(xué)教學(xué). 2013(06)
[9]另類(lèi)評(píng)估的新發(fā)展:動(dòng)態(tài)評(píng)估面面觀(guān)[J]. 孔文,方潔. 解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào). 2013(01)
[10]二語(yǔ)寫(xiě)作理論、教學(xué)與評(píng)估研究五十年[J]. 孔文,郭泉江. 外語(yǔ)測(cè)試與教學(xué). 2012(04)
博士論文
[1]大學(xué)英語(yǔ)寫(xiě)作教學(xué)的動(dòng)態(tài)評(píng)價(jià)研究[D]. 張艷紅.上海外國(guó)語(yǔ)大學(xué) 2012
[2]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
[3]維果茨基對(duì)現(xiàn)代西方心理學(xué)的影響[D]. 麻彥坤.南京師范大學(xué) 2005
碩士論文
[1]動(dòng)態(tài)評(píng)估在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 解純杰.山東師范大學(xué) 2018
[2]社會(huì)文化理論在國(guó)際漢語(yǔ)教學(xué)中的應(yīng)用研究[D]. 趙星星.陜西師范大學(xué) 2018
[3]動(dòng)態(tài)評(píng)價(jià)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 費(fèi)健.南京師范大學(xué) 2017
[4]基于最近發(fā)展區(qū)理論的糾正性反饋對(duì)高中生英語(yǔ)寫(xiě)作能力影響的研究[D]. 趙斯文.北京師范大學(xué) 2016
[5]英語(yǔ)寫(xiě)作動(dòng)態(tài)評(píng)估過(guò)程的微變化研究[D]. 李利英.四川外國(guó)語(yǔ)大學(xué) 2015
[6]干預(yù)式動(dòng)態(tài)評(píng)價(jià)對(duì)學(xué)困生英語(yǔ)口語(yǔ)能力影響的個(gè)案研究[D]. 陳玢.華中師范大學(xué) 2014
本文編號(hào)：2981429
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