培養(yǎng)學(xué)生以適應(yīng)快速發(fā)展的社會(huì),這一需要已迫在眉急。個(gè)人與民族的成功與健康都依賴于學(xué)校體制培育出有責(zé)任心、有思維的人。寫作檔案袋,作為一種教學(xué)策略,能幫助學(xué)生達(dá)到這一目的。本研究,從老師的角度,試圖探索作為日常教學(xué)的部分寫作檔案袋對(duì)非英語學(xué)生的影響。遵義師范學(xué)院兩個(gè)常規(guī)班級(jí)參與其中,其中一個(gè)被隨意指定為實(shí)驗(yàn)班即寫作檔案袋班。本研究采用定量與定性兩種方法來回答以下問題:1)借助寫作檔案袋學(xué)生能學(xué)得更好嗎? 2)寫作檔案袋對(duì)學(xué)生的影響是什么?基于問題2又提出兩個(gè)具體問題:ⅰ)寫作檔案袋能夠促進(jìn)學(xué)生進(jìn)行更多反思并培養(yǎng)自我評(píng)價(jià)能力嗎?ⅱ)借助寫作檔案袋學(xué)生能夠?qū)ψ约旱膶W(xué)習(xí)擔(dān)負(fù)更多責(zé)任嗎?定量研究數(shù)據(jù)和定性研究數(shù)據(jù)顯示寫作檔案袋確實(shí)幫助學(xué)生學(xué)得更好,確實(shí)促進(jìn)學(xué)生反思,確實(shí)培養(yǎng)了學(xué)生的自我評(píng)價(jià)能力,而且也確實(shí)鼓勵(lì)學(xué)生更多地對(duì)學(xué)習(xí)負(fù)責(zé)。這一研究也表明實(shí)施寫作檔案袋對(duì)老師和學(xué)生的要求很多而且費(fèi)時(shí)。 

【文章來源】：貴州大學(xué)貴州省 211工程院校

【文章頁數(shù)】：84 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
English Summary
Chinese Summary
A List of Figures and Tables
Abbreviations Used in This Thesis
Chapter 1 Introduction
    1.1 Introduction and Background
    1.2 The Current Situation of the Study at the College Level
    1.3 Writing as the Target Skill
    1.4 Definitions of Some Critical Terms
    1.5 Purpose of the Study
    1.6 Significance of the Study
    1.7 Layout of the Thesis
    1.8 Summary
Chapter 2 Relevant Literature Review
    2.1 Introduction of Portfolio
    2.2 Identification of Portfolio
        2.2.1 Definition of Portfolio
        2.2.2 Characteristics of Portfolio
            2.2.2.1 Basic Characteristics of Portfolio
            2.2.2.2 Flexibility—One More Characteristic
        2.2.3 Two Stages of Portfolio—Process Writing Portfolio and Product Writing Portfolio
            2.2.3.1 Process Writing Portfolio
            2.2.3.2 Product Writing Portfolio
    2.3 Portfolio Assessment
        2.3.1 Introduction of Assessment
        2.3.2 Portfolio Assessment—A Mixture of "Assessment of Learning" and "Assessment for Learning"
            2.3.2.1 Assessment of Learning
            2.3.2.2 Assessment for Learning
        2.3.3 Portfolio for Assessment and Instruction
            2.3.3.1 Two Basic Reasons for Doing Portfolio
            2.3.3.2 The Relationship between Portfolio with Assessment and Instruction
        2.3.4 Portfolio Assessment—A Combination of Other Assessments
            2.3.4.1 Portfolio Assessment—Alternative Assessment
            2.3.4.2 Portfolio Assessment—Performance Assessment
            2.3.4.3 Portfolio Assessment—Authentic Assessment
            2.3.4.4 Portfolio Assessment—Formative Assessment
    2.4 Portfolio as a Pedagogical Strategy for Promoting Autonomy
        2.4.1 Autonomy
        2.4.2 Characteristics of Learner Autonomy
        2.4.3 Writing Portfolio—Pedagogical Strategy for Developing Autonomous Language Learners
            2.4.3.1 Reflection
            2.4.3.2 Self-Assessment
    2.5 Reliability and Validity of Portfolio
    2.6 Benefits of Writing Portfolios to Students
    2.7 Weaknesses of Writing Portfolios
    2.8 Summary
Chapter 3 Research Design
    3.1 Overview
    3.2 Proposing Hypothesis and Questions
    3.3 Subjects
    3.4 Research Methodology
        3.4.1 Pretest
        3.4.2 Process Writing Portfolio
            3.4.2.1 Demonstrating the Idea of Writing Portfolio
            3.4.2.2 Analyzing Needs
            3.4.2.3 Defining Writing Portfolio Goals
            3.4.2.4 Setting Criteria
            3.4.2.5 Training Self-Assessment and Reflection
            3.4.2.6 Conferencing between Teacher and Students
            3.4.2.7 Conducting Questionnaires
        3.4.3 Product Writing Portfolio
        3.4.4 Posttest
    3.5 Data Collection Instruments
        3.5.1 Pretest and Posttest
        3.5.2 Questionnaires
        3.5.3 Conference Records,Self-Assessment and Reflective Statements
            3.5.3.1 Conferences
            3.5.3.2 Self-Assessment and Reflective Statements
    3.6 Data Analysis Methods
Chapter 4 Data Presentation and Discussion
    4.1 Pretest
    4.2 Posttest
    4.3 The Questionnaire—Students' Writing Self-Assessment Instrument
    4.4 The Students' Subjective Learning Experiences
        4.4.1 Being More Reflective on Learning
        4.4.2 Developing Self-Assessment Ability
            4.4.2.1 The Process Writing Portfolio
            4.4.2.2 Cover Report(also the Second Letter)
            4.4.2.3 Writing Portfolio Conference
        4.4.3 Assuming More Responsibility for Their Learning
    4.5 Major Findings
    4.6 Limitations
    4.7 Summary
Chapter 5 Conclusions and Implications
    5.1 Conclusions
    5.2 Suggestions for Future Research
Bibliography
Appendix
    Appendix 1 Writing Portfolio Goals and Related Entries
    Appendix 2:The Analytic Scale Utilized
    Appendix 3:Sample Self-reflection
    Appendix 4 Pretest
    Appendix 5 Posttest
    Appendix 6 Students' Writing Self-assessment Instrument


【參考文獻(xiàn)】：
期刊論文
[1]國內(nèi)外“學(xué)習(xí)者自主”研究述評(píng)[J]. 徐錦芬,占小海.  外語界. 2004(04)



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