測(cè)試尤其是高風(fēng)險(xiǎn)的測(cè)試或者大規(guī)模的測(cè)試,對(duì)教師教學(xué)和學(xué)生學(xué)習(xí)具有意義深遠(yuǎn)的影響。在中國,普通高等學(xué)校招生統(tǒng)一考試（簡稱高考）作為一項(xiàng)高風(fēng)險(xiǎn)考試,對(duì)高中教與學(xué)就有著廣泛深遠(yuǎn)的影響。2016年,浙江省率先實(shí)行了高考改革,其中,英語卷中最顯著的變化是對(duì)作文部分做了較大修改,采用了“讀后續(xù)寫”這一全新的命題形式。命題形式與考試要求的改變,已迅速對(duì)該省高中英語寫作的教與學(xué)產(chǎn)生巨大影響,也就是英語測(cè)試的反撥作用已經(jīng)開始呈現(xiàn)。因此,基于測(cè)試反撥作用理論框架,考察“讀后續(xù)寫”對(duì)英語寫作教與學(xué)的影響,揭示測(cè)試帶來的積極與負(fù)面作用從而為當(dāng)前英語教學(xué)提供參考與借鑒,成為了一個(gè)具有理論與實(shí)踐意義的話題。本文基于Alderson,Wall和Hughes等學(xué)者提出的測(cè)試反撥理論框架,嘗試從教師和學(xué)生的角度出發(fā),探究浙江英語高考讀后續(xù)寫對(duì)當(dāng)前高中英語寫作教與學(xué)的影響。本研究旨在探討:1)高考英語讀后續(xù)寫如何影響高中英語寫作教學(xué)?具體如何影響老師的理念和行為?2)高考英語讀后續(xù)如何影響高中英語寫作學(xué)習(xí)?具體如何影響學(xué)生的理念和行為?3)高考讀后續(xù)寫對(duì)高中英語寫作教與學(xué)有哪些積極與消極的反撥作用?本研究采取混合研究法,... 

【文章來源】：杭州師范大學(xué)浙江省

【文章頁數(shù)】：169 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Research Questions
    1.3 Significance of the Study
    1.4 The Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 The Continuation Task
        2.1.1 The Definition of Continuation Task
        2.1.2 The mechanism of Continuation Task: Alignment
        2.1.3 The Skills and the Requirements of ECS for Continuation Task
    2.2 Washback
        2.2.1 Definitions of Washback
        2.2.2 Mechanism and Models of Washback
        2.2.3 Nature of Washback: Positive Washback and Negative Washback
        2.2.4 Factors Influencing the Nature of Washback Effects
        2.2.5 Proposals to Promote Positive Washback
        2.2.6 Previous Theoretical and Empirical Studies of Washback
CHAPTER THREE METHODOLOGY
    3.1 Research Questions
    3.2 Participants
    3.3 Resign Design
    3.4 Instruments
        3.4.1 Questionnaires
        3.4.2 Interviews
        3.4.3 Classroom Observations
    3.5 Research Procedure
        3.5.1 Step One: Drafting, Distributing and Collecting the Questionnaires
        3.5.2 Step Two: Drafting and Conducting the Interview
        3.5.3 Step Three: Designing classroom observation Table and Implementing Observation
        3.5.4 Step Four: Analyzing the Overall Data
CHAPTER FOUR RESULTS AND ANALYSIS
    4.1 Results & Analysis of Data from Teachers’ Questionnaire
        4.1.1 Teaching Behaviors
        4.1.2 Teaching Attitudes
        4.1.3 Teaching Motivations
    4.2 Results & Analysis of Data from Students’ Questionnaire
        4.2.1 Learning Behaviors
        4.2.2 Learning Attitudes
        4.2.3 Learning Motivations
    4.3 Results & Analysis of Data from Teachers’ Interview
        4.3.1 Attitudes toward Continuation Task
        4.3.2 Steps and Activities of Teaching Continuation Task
        4.3.3 Differences in Teaching Continuation Task
        4.3.4 Difficulties of Students Writing Continuation Task
        4.3.5 Consciousness of Writing Assessment of Continuation Task
    4.4 Results & Analysis of Data from Students’ Interview
        4.4.1 Attitudes toward Continuation Task
        4.4.2 Steps and Classroom Activities of Learning Continuation Task
        4.4.3 Differences in Learning Continuation Task
        4.4.4 Difficulties of Writing Continuation Task
        4.4.5 Consciousness of Writing Assessment of Continuation Task
    4.5 Results & Analysis of Data from classroom observations
        4.5.1 Teaching Materials and Teaching Content
        4.5.2 Teaching Length
        4.5.3 Teaching Methods and Teaching Activities
CHAPTER FIVE DISCUSSION
    5.1 Discussion on Research Question One
        5.1.1 The Washback of CT on Teachers’ Conceptions
        5.1.2 The Washback of CT on Teachers’ Behaviors
    5.2 Discussion on Research Question Two
        5.2.1 The Washback of CT on Students’ Conceptions
        5.2.2 The Washback of CT on Students’ Behaviors
    5.3 Discussion on Research Question Three
        5.3.1 Positive Washback on Writing Teaching and Learning
        5.3.2 Negative Washback on Writing Teaching and Learning
        5.3.3 Major Factors as the Hindrance to the Positive Washback
CHAPTER SIX CONCLUSION
    6.1 Major Findings
    6.2 Suggestions to Promote Positive Washback of NMET Continuation Task
        6.2.1 Distributing Teaching Time Reasonably
        6.2.2 Using Teaching Materials Creatively
        6.2.3 Providing Quality Writing Teaching Training for Senior High School English Teachers
        6.2.4 Developing a New Writing Teaching Mode
        6.2.5 Consolidating Students’ Motivation in Continuation Task Learning
        6.2.6 Developing a System of Writing Strategies for Students
        6.2.7 Lessening the Exam-Oriented Anxiety of Teachers and Students
    6.3 Research Limitations
    6.4 Suggestions for Future Study
REFERENCES
APPENDIXES
ACKNOWLEDGEMENTS


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碩士論文
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[2]高考英語寫作測(cè)試（江西卷）對(duì)江西高中英語寫作教學(xué)的反撥作用研究[D]. 鄔小琴.江西師范大學(xué) 2010
[3]中考英語測(cè)試對(duì)初中英語教學(xué)的反撥效應(yīng)研究[D]. 曾艷.華中師范大學(xué) 2008



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