本文選題：教師反饋 + 努力歸因反饋�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：教育評價一直受到教育界關(guān)注。評價作為一種教育手段,最終目的是為了促進(jìn)學(xué)生更好的發(fā)展。它也是為了更好的遵循學(xué)生的身心發(fā)展規(guī)律,有效引導(dǎo)廣大小學(xué)英語教師準(zhǔn)確把握課程標(biāo)準(zhǔn)規(guī)定的內(nèi)容與要求,促進(jìn)學(xué)生健康持續(xù)發(fā)展的一種有效途徑。伴隨著小學(xué)英語新課標(biāo)的深入和素質(zhì)教育的推廣,更多的人開始關(guān)注以學(xué)生為中心的形成性評價的促進(jìn)性作用。本文從形成性評價的角度出發(fā),關(guān)注其中重要的一環(huán)——教師反饋歸因?qū)W(xué)生學(xué)習(xí)動機(jī)產(chǎn)生的影響,研究應(yīng)采取怎樣有效的教師反饋來增強(qiáng)學(xué)生的學(xué)習(xí)動機(jī),以此改善目前小學(xué)英語教學(xué)形成性評價中的教師反饋。本文首先概述了近年來國內(nèi)外學(xué)者對于形成性評價的研究,包括形成性評價的內(nèi)涵、功能和形式,接著在此基礎(chǔ)上,探索教師應(yīng)如何促進(jìn)形成性評價,尤其是教師反饋這一部分,因?yàn)樗钱?dāng)前形成性評價中至關(guān)重要的一部分。然后在分析了教師反饋的內(nèi)涵、功能和形式的基礎(chǔ)上,采用Schunk提出的以努力為歸因理論的教師反饋分類,根據(jù)不同形式的教師反饋對小學(xué)生英語學(xué)習(xí)動機(jī)產(chǎn)生的影響,從理論層面進(jìn)行了探討。在接下來的內(nèi)容中,作者對小學(xué)四年級三個平行班的學(xué)生進(jìn)行了為期一個學(xué)期的相關(guān)對照試驗(yàn)研究和學(xué)生訪談:同一位英語教師在將形成性評價融入到平時的英語教學(xué)中時,對三個平行班級的學(xué)生采取不同形式的教師反饋。實(shí)驗(yàn)結(jié)果顯示:強(qiáng)調(diào)教師反饋的形成性評價確實(shí)在不同程度上增強(qiáng)了學(xué)生的英語學(xué)習(xí)動機(jī),而在三種不同的教師反饋中,將學(xué)生的表現(xiàn)歸因于努力的教師反饋比把學(xué)生的表現(xiàn)歸因于能力的教師反饋或一般的教師反饋更有效地增強(qiáng)了學(xué)生英語學(xué)習(xí)的動機(jī)。在理論和實(shí)驗(yàn)相結(jié)合的基礎(chǔ)上,作者在全文最后提出了關(guān)于形成性評價和教師反饋的一些建議:形成性評價和終結(jié)性評價相結(jié)合的評價模式是當(dāng)前幫助學(xué)生身心健康發(fā)展的最好模式;在形成性評價中應(yīng)該強(qiáng)調(diào)教師反饋的作用;教師提供反饋時應(yīng)該以學(xué)生為中心,并把學(xué)生的表現(xiàn)歸因于努力,這樣的教師反饋能夠更有效地增加學(xué)生學(xué)習(xí)的動機(jī)。
[Abstract]:Educational evaluation has been concerned by the educational circles all the time. Evaluation as a means of education, the ultimate purpose is to promote the better development of students. It is also an effective way to follow the rules of students' physical and mental development, to guide English teachers to grasp the contents and requirements of curriculum standards, and to promote the healthy and sustainable development of students. With the deepening of the new English curriculum and the promotion of quality education, more and more people begin to pay attention to the promotion of student-centered formative evaluation. From the perspective of formative evaluation, this paper focuses on the influence of teacher feedback attribution on students' learning motivation, and studies how to adopt effective teacher feedback to enhance students' learning motivation. So as to improve the teacher feedback in the formative evaluation of English teaching in primary schools. This paper first summarizes the research on formative evaluation in recent years, including the connotation, function and form of formative evaluation, and then explores how teachers should promote formative evaluation. In particular, teacher feedback is a critical part of the current formative evaluation. Then, on the basis of analyzing the connotation, function and form of teacher feedback, the author adopts Schunk's classification of teacher feedback based on the attribution theory of effort, and according to the influence of different forms of teacher feedback on pupils' English learning motivation. It is discussed from the theory level. In the following part, the author conducted a one-semester comparative study and student interviews among the students in three parallel classes of grade four in primary schools: the same English teacher was involved in the formative evaluation of English teaching. Take different forms of teacher feedback for students in three parallel classes. The experimental results show that the formative evaluation of teacher feedback enhances students' motivation in English learning to some extent, while in three different types of teacher feedback, Teachers' feedback, which ascribes students' performance to hard work, is more effective than teachers'or general teachers' feedback in attributing students' performance to their abilities. Based on the combination of theory and experiment, Finally, the author puts forward some suggestions on formative evaluation and teacher feedback: the combination of formative evaluation and summative evaluation is the best model to help students' physical and mental health development; In formative evaluation, teachers should emphasize the role of teacher feedback, and teachers should focus on students when providing feedback, and attribute students' performance to effort. Such feedback can increase students' learning motivation more effectively.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 謝慧萍;上海市小學(xué)生評價改革的現(xiàn)狀分析與思考[J];上海教育科研;2001年02期

2 李裔;;基于歸因理論的中學(xué)生英語學(xué)習(xí)動力激發(fā)[J];學(xué)苑教育;2016年01期

相關(guān)碩士學(xué)位論文 前1條

1 黃yN;小學(xué)高年級英語學(xué)習(xí)效能感、歸因方式與英語成績的關(guān)系[D];華中師范大學(xué);2014年

，

本文編號：2049692