閱讀是人們獲取知識(shí)和信息的重要渠道,在我國(guó)高中英語(yǔ)教學(xué)中占據(jù)重要地位。傳統(tǒng)的閱讀教學(xué)評(píng)估方法關(guān)注結(jié)果和分?jǐn)?shù),忽略了對(duì)學(xué)生閱讀思考過(guò)程的探究。動(dòng)態(tài)評(píng)估（dynamic assessment,以下簡(jiǎn)稱為DA）能很好地彌補(bǔ)其不足,將評(píng)估與教學(xué)有機(jī)融合,幫助學(xué)生發(fā)現(xiàn)閱讀中存在的問(wèn)題,以便及時(shí)提供教學(xué)補(bǔ)救措施,促進(jìn)學(xué)生潛能發(fā)展。本論文采用DA研究中常見(jiàn)的“前測(cè)-動(dòng)態(tài)干預(yù)-后測(cè)”干預(yù)模式和交互式評(píng)估模式,以河南省南陽(yáng)市方城縣某高中一年級(jí)學(xué)生為研究對(duì)象進(jìn)行了一個(gè)學(xué)期的跟蹤實(shí)驗(yàn)研究。實(shí)驗(yàn)前采用問(wèn)卷調(diào)查、深度訪談等形式了解學(xué)生的閱讀困難及對(duì)閱讀教學(xué)的建議,據(jù)此設(shè)計(jì)了高中英語(yǔ)閱讀教學(xué)的動(dòng)態(tài)評(píng)估實(shí)驗(yàn)方案。實(shí)驗(yàn)過(guò)程中,對(duì)學(xué)生開(kāi)展了讀前階段、合作閱讀階段、讀后階段和課外閱讀階段的DA干預(yù)活動(dòng)。實(shí)驗(yàn)后通過(guò)SPSS 22.0數(shù)據(jù)分析發(fā)現(xiàn):（1）DA介入干預(yù)實(shí)踐能顯著提高學(xué)生的閱讀策略使用意識(shí)和使用頻度;增強(qiáng)學(xué)生總體閱讀動(dòng)機(jī),尤其是內(nèi)在興趣動(dòng)機(jī)和信息媒介動(dòng)機(jī);但是對(duì)學(xué)生閱讀風(fēng)格影響較小。（2）DA介入干預(yù)實(shí)踐能顯著提高學(xué)生英語(yǔ)閱讀成績(jī)。（3）DA介入干預(yù)實(shí)踐受到大多數(shù)學(xué)生的歡迎和支持。深度訪談結(jié)果顯示,實(shí)驗(yàn)期間開(kāi)展的... 

【文章來(lái)源】：洛陽(yáng)師范學(xué)院河南省

【文章頁(yè)數(shù)】：88 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance and Purpose
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Reviews on DA Theory
        2.1.1 Definition of DA
        2.1.2 Main Theoretical Basis of DA
        2.1.3 Major Modes of DA
    2.2 Reviews on English Reading Modes
        2.2.1 Top-down Reading Mode
        2.2.2 Botttom-up Reading Mode
        2.2.3 Interactive Reading Mode
    2.3 Applications of DA to Language Teaching
        2.3.1 Overseas Research Status
        2.3.2 Domestic Research Status
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Test Papers
        3.3.4 Reading Materials
    3.4 Research Design
        3.4.1 Experimental Procedure
        3.4.2 Construction of DA Interventional Activities
    3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Investigation of Students’ Reading Profile
    4.2 Students’ Improvement in Reading Strategy
        4.2.1 Reading Strategy before the Experiment
        4.2.2 Changes of Reading Strategy after the Experiment
    4.3 Students’ Improvement in Reading Motivation
        4.3.1 Reading Motivaton before the Experiment
        4.3.2 Changes of Reading Motivation after the Experiment
    4.4 Students’ Changes in Reading Style
    4.5 Students’ Improvement in Reading Proficiency
        4.5.1 Pre-test Analysis
        4.5.2 Post-test Analysis
    4.6 Influence of DA on Students’ Reading Behaviors
        4.6.1 Interview before the Experiment
        4.6.2 Interview during the Experiment
        4.6.3 Interview after the Experiment
    4.7 Students’ Views on DA Intervention
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications of the Research
    5.3 Limitations of the Research
    5.4 Suggestions for Further Studies
References
Appendix Ⅰ: Questionnaire of Students’ English Reading Profile
Appendix Ⅱ: Questionnaire of Students’ English Reading Strategy
Appendix Ⅲ: Questionnaire of Students’ English Reading Motivation
Appendix Ⅳ: Questionnaire of Students’ English Reading Style
Appendix Ⅴ: Questionnaire of Students’ Views on Integration of DA into EFL Reading Class
Appendix Ⅵ: Interview Questions
Appendix Ⅶ: Tests
Acknowledgements


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期刊論文
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博士論文
[1]基于認(rèn)知診斷的小學(xué)兒童圖形推理能力的動(dòng)態(tài)評(píng)估研究[D]. 陳德枝.江西師范大學(xué) 2009
[2]動(dòng)態(tài)評(píng)估理論與應(yīng)用研究[D]. 范兆蘭.南京師范大學(xué) 2006

碩士論文
[1]基于動(dòng)態(tài)系統(tǒng)理論的大學(xué)英語(yǔ)閱讀教學(xué)模式研究[D]. 魯雨瀟.沈陽(yáng)師范大學(xué) 2016



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