評(píng)估在英語(yǔ)閱讀教學(xué)中具有不可替代的作用,而且有助于提升個(gè)人語(yǔ)言能力�，F(xiàn)今的《普通高中國(guó)家課程標(biāo)準(zhǔn)》提出,教師應(yīng)該利用有效的評(píng)估方法來(lái)培養(yǎng)學(xué)習(xí)者的閱讀能力。然而,傳統(tǒng)的評(píng)估模式,特別是結(jié)果性評(píng)估,是令人不滿意的。在這種評(píng)估方式下,結(jié)果性測(cè)試是評(píng)價(jià)學(xué)生閱讀能力的唯一標(biāo)準(zhǔn),其忽視了閱讀過(guò)程的重要作用例如積累閱讀策略。然而,閱讀策略被認(rèn)為是提升閱讀能力的有效途徑。結(jié)果大部分學(xué)生的閱讀理解水平有限,甚至他們中的一些人害怕閱讀。作為形成性評(píng)估的一種,檔案袋評(píng)估可以關(guān)注整個(gè)學(xué)習(xí)過(guò)程從而有效地彌補(bǔ)了傳統(tǒng)評(píng)估的不足。本研究將檔案袋評(píng)估模式應(yīng)用到高中英語(yǔ)閱讀教學(xué)中,旨在觀察學(xué)生們的閱讀理解能力（成績(jī)）是否提升,閱讀策略的使用狀況是否改善。本文試圖回答以下研究問(wèn)題:1.檔案袋評(píng)估能夠提升學(xué)生們的閱讀理解能力嗎?2.檔案袋評(píng)估在多大程度上能夠改善閱讀策略的使用狀況?為了解決研究問(wèn)題,作者開展了為期5個(gè)月的實(shí)驗(yàn)研究。83名參與者均來(lái)自遼寧省錦州市第二高級(jí)中學(xué)高一年級(jí)隨機(jī)選取的兩個(gè)平行班級(jí)�？刂瓢嗉�(jí)（41人）進(jìn)行傳統(tǒng)評(píng)估方式教學(xué),實(shí)驗(yàn)班（42人）應(yīng)接受檔案袋評(píng)估模式教學(xué)。實(shí)驗(yàn)工具包括測(cè)試、問(wèn)卷和訪談。SPSS19... 

【文章來(lái)源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research significance and purpose
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 Brief introduction to formative assessment
        2.1.1 The concept of formative assessment
        2.1.2 The types of formative assessment
    2.2 The introduction to portfolio assessment
        2.2.1 The concept of portfolio assessment
        2.2.2 The types of portfolio assessment
        2.2.3 The contents of portfolio assessment
    2.3 Theoretical foundations of portfolio assessment
        2.3.1 Constructivism
        2.3.2 Multiple Intelligence （MI） theory
        2.3.3 Humanistic theory
    2.4 Reading ability
    2.5 Reading strategies
        2.5.1 The definition of reading strategies
        2.5.2 The classifications of reading strategies
    2.6 Related research on portfolio assessment in reading
        2.6.1 Related research abroad
        2.6.2 Related research at home
    2.7 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Pretest
        3.3.2 Questionnaire
        3.3.3 Posttest
        3.3.4 Interview
        3.3.5 SPSS 19.0
    3.4 Framework of reading portfolio
        3.4.1 Goals of reading portfolio
        3.4.2 Contents of reading portfolio
        3.4.3 Evaluation criteria of reading portfolio
        3.4.4 Assessment methods of reading portfolio
    3.5 Research procedures
        3.5.1 Pre-test
        3.5.2 Pre-questionnaire
        3.5.3 Assessment in CC
        3.5.4 Assessment in EC
        3.5.5 Post-test
        3.5.6 Post-test questionnaire
        3.5.7 Interview
    3.6 A sample of reading portfolio
    3.7 Data collection
Chapter Four Results and Discussion
    4.1 Results and discussion of tests
        4.1.1 Results and analysis of pre-test in EC and CC
        4.1.2 Results and analysis of post-test in the CC and EC
        4.1.3 Discussion of test
    4.2 Results and discussion of questionnaires
        4.2.1 Results and analysis of pre-questionnaire in EC and CC
        4.2.2 Results and analysis of post-questionnaire in EC and CC
        4.2.3 Results and analysis of questionnaires in EC
        4.2.4 Results and analysis of questionnaires in CC
        4.2.5 Discussion of questionnaires
    4.3 The results and discussion of the interview
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the study
    5.4 Suggestions for future studies
Bibliography
Appendix Ⅰ Pre-test
Appendix Ⅱ Questionnaire
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ A sample of reading portfolio
Acknowledgements
The list of the research papers published by the author



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