長(zhǎng)期以來,英語閱讀測(cè)試一直以靜態(tài)評(píng)估方式為主,而較少使用動(dòng)態(tài)的方式對(duì)學(xué)生的閱讀水平和策略進(jìn)行評(píng)估。中國外語教學(xué)中的動(dòng)態(tài)評(píng)估研究主要關(guān)注于對(duì)理論的介紹,實(shí)證研究相對(duì)較少,尤其是在英語閱讀教學(xué)方面。因此,本研究在參考國內(nèi)外研究的基礎(chǔ)之上,旨在探索符合英語閱讀課程特點(diǎn)的動(dòng)態(tài)評(píng)估教學(xué)模式,以此作為對(duì)靜態(tài)評(píng)估教學(xué)模式一種補(bǔ)充。據(jù)此,本研究主要回答以下兩個(gè)問題:（1）動(dòng)態(tài)評(píng)估教學(xué)對(duì)學(xué)習(xí)者的閱讀理解能力有什么影響?（2）動(dòng)態(tài)評(píng)估教學(xué)對(duì)學(xué)習(xí)者的閱讀策略有什么影響?本實(shí)驗(yàn)基于維果斯基的最近發(fā)展區(qū)理論以及國內(nèi)外學(xué)者構(gòu)建的“介入式”動(dòng)態(tài)評(píng)估模式進(jìn)行實(shí)證研究。該實(shí)驗(yàn)共經(jīng)過前測(cè)、訓(xùn)練及評(píng)估、遷移及測(cè)試、后測(cè)四個(gè)階段并選取了秦安縣初三10班的40名學(xué)生為被試,歷經(jīng)八周。在前測(cè)階段,通過閱讀測(cè)試和策略調(diào)查問卷記錄學(xué)生的閱讀初始水平以及策略的使用情況。在訓(xùn)練階段,對(duì)學(xué)生進(jìn)行動(dòng)態(tài)評(píng)估式的訓(xùn)練以及評(píng)估。訓(xùn)練包括泛讀,精讀和反思性閱讀3個(gè)步驟。其中反思性閱讀目的是讓學(xué)生完成推斷題,訓(xùn)練其高級(jí)思維。在每個(gè)步驟中,教師會(huì)針對(duì)大意題、猜詞題、細(xì)節(jié)題、推斷題這四類閱讀題型給出由模糊到精確的提示。整個(gè)訓(xùn)練過程結(jié)束后,為了解學(xué)生對(duì)這四... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：98 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance
Chapter 2 Literature Review
    2.1 Introduction to Dynamic Assessment （DA）
        2.1.1 Static Assessment and Dynamic Assessment
        2.1.2 Different Models of Dynamic Assessment
    2.2 The Related Researches on Dynamic Assessment
        2.2.1 EFL Studies on Dynamic Assessment
        2.2.2 Dynamic Assessment Studies on Reading Comprehension
        2.2.3 Previous Studies on Reading Strategies of Learners
Chapter 3 Theoretical Foundations
    3.1 Sociocultural Theory and the Zone of Proximal Development （ZPD）
    3.2 Sociocultural Theory and Scaffolding Theory
    3.3 Developing-Expertise Model Theory
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 Reading Comprehension Tests
        4.3.2 English reading strategies questionnaires
    4.4 The Implementing of Dynamic Assessment
        4.4.1 Training Session
        4.4.2 Assessment for Training Session
        4.4.3 Transfer Session Based on Students’ Errors
        4.4.4 Test for Transfer
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 The Results of Dynamic Assessment on Reading Comprehension
    5.2 Discussion on Reading Comprehension
        5.2.1 Discussion on the Reading Comprehension Scores of Four Sessions
        5.2.2 Discussion on the Reading Comprehension Score of Four-type Questions
    5.3 The Results of Dynamic Assessment on Reading Strategies
    5.4 Discussion on Reading Strategies
        5.4.1 Discussion on the Five-type Reading Strategies
        5.4.2 Discussion on Reading Strategies about Four-type Reading Questions
Chapter 6 Conclusions
    6.1 Main Findings
    6.2 Implications of the Study
    6.3 Limitations and Suggestions of the Study
References
Appendix I Comprehension Test 1
Appendix II Reading Material
Appendix III Training Test
Appendix IV Practice and Feedback
Appendix V Transfer Training and Test
Appendix VI Reading Comprehension Test 2
Appendix VII
Appendix VIII Students’ Reading Score in the Reading Comprehension Tests
Acknowledgements



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