發(fā)布時(shí)間：2024-04-13 20:32

　　在高中英語(yǔ)教學(xué)中,體現(xiàn)學(xué)生英語(yǔ)綜合能力的寫作占據(jù)著重要位置。但是,在我國(guó)高中英語(yǔ)寫作教學(xué)中,受應(yīng)試教育的影響,學(xué)生英語(yǔ)寫作技能的培養(yǎng)往往被忽視。長(zhǎng)期以來,無論是老師還是學(xué)生都不太重視英語(yǔ)寫作。老師經(jīng)常采用“終結(jié)性評(píng)價(jià)”來評(píng)估學(xué)生的寫作成果。這導(dǎo)致很多學(xué)生對(duì)英語(yǔ)寫作失去興趣,甚至害怕寫作,寫出來的文章只是句子的堆積。因此,探求一種行之有效的寫作評(píng)估法以此來提高高中生英語(yǔ)寫作水平是十分必要的。本文論述了“課堂即時(shí)形成性評(píng)估”產(chǎn)生的背景、主要特征和實(shí)施步驟。通過對(duì)其進(jìn)行科學(xué)的分析和實(shí)證研究,力圖總結(jié)出適合高中英語(yǔ)寫作教學(xué)的評(píng)價(jià)方法。本研究試圖回答下列問題:1)課堂即時(shí)形成性評(píng)估是否能夠提高高中生的英語(yǔ)寫作水平?2)課堂即時(shí)形成性評(píng)估是否能夠提高高中生的英語(yǔ)寫作興趣,改變其寫作態(tài)度?本研究以秦安縣第二中學(xué)高一(7)班和高一(16)班的80名學(xué)生為研究對(duì)象進(jìn)行了為期兩個(gè)月的教學(xué)實(shí)驗(yàn)。高一(7)班是實(shí)驗(yàn)班,采用課堂即時(shí)形成性評(píng)估,高一(16)班是控制班,采用終結(jié)性評(píng)估法。實(shí)驗(yàn)前測(cè)考試的成績(jī)被用來分析學(xué)生的英語(yǔ)寫作水平;經(jīng)過兩個(gè)月的寫作教學(xué)實(shí)驗(yàn),再對(duì)學(xué)生進(jìn)行后測(cè)。本研究通過SPSS軟件對(duì)學(xué)生的前測(cè)成...

【文章頁(yè)數(shù)】：76 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 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Researches on Real-time Formative Assessment Abroad and at Home
        2.1.1 Researches on Summative Assessment
        2.1.2 Researches on Formative Assessment
        2.1.3 Researches on Real-time Formative Assessment
    2.2 Researches on English Writing Teaching Abroad and at Home
    2.3 Researches on Real-time Formative Assessment and English Writing
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Sociocultural Theory
    3.2 Multiple Intelligence Theory
    3.3 Humanism Psychology
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Tests
        4.3.2 Questionnaire
        4.3.3 Interview
        4.3.4 The Evaluation Criteria
    4.4 Research Procedure
        4.4.1 Pre-test and Pre-questionnaire
        4.4.2 Writing Instructions in EC and CC
        4.4.3 Post-test and Post-questionnaire
        4.4.4 Interview
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of Tests
    5.2 Results and Discussion of the Questionnaire and Interview
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions of the Study
References
Appendix I Pre-test Material
Appendix II Questionnaire on Students’ Writing
Appendix Ⅲ Post-test Material
Appendix Ⅳ The Rating Scale of NMEWT
Appendix Ⅴ Interview Questions For Student
Appendix Ⅵ Students’ Compositions
Acknowledgements



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