學(xué)生的英語識錯能力的提高以及英語寫作能力的培養(yǎng)是高中英語教學(xué)的重要內(nèi)容之一。寫作教學(xué)中一個重要方面就是寫作評價,所以評價方法與評價效果直接影響寫作教學(xué)的有效性和學(xué)生寫作能力的培養(yǎng)。根據(jù)新課程標準的要求,初稿需要經(jīng)過反復(fù)推敲校訂,可以通過多種形式進行修改,如作者本人校訂初稿或者與同伴交換修改初稿。然而在寫作教學(xué)中,教師和學(xué)生對反復(fù)修改并沒有足夠重視�，F(xiàn)今的寫作評價方式中存在著一些嚴重的問題。通過對寫作評價的現(xiàn)狀進行分析,把呈現(xiàn)的普遍問題總結(jié)為如下四個方面:首先,長期以來,英語寫作采取教師命題—學(xué)生寫作—教師批改-教師講評的傳統(tǒng)模式,教師在整個寫作過程中都處于中心地位。其次,教師通常通過分數(shù)或等級對學(xué)生的英語作文進行評價,然后加上幾句褒揚式或非特定性的評語,便構(gòu)成了終結(jié)性評價。另外,為了讓學(xué)生根據(jù)教師的批改去改正自己作文中的錯誤,教師對學(xué)生的作文進行精批細改,把學(xué)生作文中出現(xiàn)的各種錯誤進行圈點糾正,卻忽略了作文的語篇結(jié)構(gòu)、思想內(nèi)容以及學(xué)生情感。最后,學(xué)生在拿到批改后的作文后通常只關(guān)心教師的評語和分數(shù),很少有學(xué)生自覺地重新修改批改過的作文,可見在這個過程中教師評價發(fā)揮的作用微乎其微。這些問題... 

【文章來源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校

【文章頁數(shù)】：77 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One INTRODUCTION
    1.1 Research Background
        1.1.1 The importance of writing in English learning
        1.1.2 The status quo of senior high school English writing and writing evaluation
    1.2 Significance of the Research
    1.3 Organization of the Thesis
Chapter Two LITERATURE REVIEWS
    2.1 Definition of Writing Evaluation
    2.2 Classifications of Writing Evaluation
        2.2.1 Teacher evaluation
        2.2.2 Peer evaluation
        2.2.3 Self-evaluation
    2.3 Theoretical Foundations
        2.3.1 Zone of Proximal Development
        2.3.2 Cooperative Learning Theory
        2.3.3 Process Approach
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pre-test
        3.4.2 Experimental implementation phase
        3.4.3 Post-test
        3.4.4 Interview
    3.5 Data Collection and Analysis
        3.5.1 Data collection
        3.5.2 Data analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 Students' Attitudes towards English Writing and Writing Evaluation
        4.1.1 Students' attitudes in pre-questionnaire before experiment
        4.1.2 Students' attitudes in post-questionnaire after experiment
    4.2 Students' Focus during Evaluation
    4.3 Effects of Evaluation on Students' English Proofreading Ability
        4.3.1 Effects on students' proofreading ability
        4.3.2 Effects on students' writing ability
Chapter Five CONCLUSIONS
    5.1 Major Findings
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendices
    Appendix Ⅰ The Writing Topic and Error Correction in the Pre-test
    Appendix Ⅱ The Writing Topic and Error Correction in the Post-test
    Appendix Ⅲ Questionnaire on Present Situation of Students' English Writing in Senior High School
    Appendix Ⅳ National Curriculum English Composition Grading Standards
    Appendix Ⅴ Comparison Table for Peer Evaluation and Self-evaluation of English Writing Compositions
    Appendix Ⅵ Group Evaluation Form for English Writing Compositions
    Appendix Ⅶ Questionnaire on Peer Evaluation and Self-evaluation
    Appendix Ⅷ Interview Questions
攻讀碩士學(xué)位期間的科研成果



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