本文選題：高職英語教學(xué) + 復(fù)合型評價方式　； 參考：《重慶師范大學(xué)》2013年碩士論文

【摘要】：自主學(xué)習(xí)是個體根據(jù)自身需要，自覺確定學(xué)習(xí)目標(biāo)、制定學(xué)習(xí)計劃、恰當(dāng)選擇學(xué)習(xí)策略、監(jiān)控學(xué)習(xí)過程、評價學(xué)習(xí)結(jié)果的過程或能力。培養(yǎng)學(xué)習(xí)者自主學(xué)習(xí)能力是當(dāng)今世界各國教育的首要目標(biāo)。大量的研究表明，具有自主學(xué)習(xí)能力的學(xué)習(xí)者的學(xué)習(xí)效率明顯高于缺乏自主學(xué)習(xí)能力的學(xué)生。 本研究首先對當(dāng)前高職院校英語教學(xué)現(xiàn)狀進行了深刻分析，分析指出當(dāng)前高職院校在校學(xué)生英語基礎(chǔ)普遍薄弱，自主學(xué)習(xí)意識缺乏，自主學(xué)習(xí)能力低下，這嚴(yán)重制約了高職英語課堂教學(xué)的有效開展。盡管近年來關(guān)于培養(yǎng)學(xué)習(xí)者自主學(xué)習(xí)能力的研究很多，但大多都停留在教法層面，在實踐中效果并不明顯。本文作者以“評價促發(fā)展”的評價觀為指導(dǎo)，把形成性評價運用到學(xué)習(xí)自主性的培養(yǎng)中，試圖從學(xué)生學(xué)習(xí)的某些方面著手來促進學(xué)生的自主學(xué)習(xí)。本實驗研究了兩個問題，它們是：形成性評價和終結(jié)性評價相結(jié)合的復(fù)合型評價方式能否提高學(xué)生的英語自主學(xué)習(xí)能力？學(xué)生英語自主學(xué)習(xí)能力的提高是否帶來英語學(xué)習(xí)成績的提高？ 本文作者在已研究的基礎(chǔ)上，結(jié)合高職英語課堂教學(xué)實際，依據(jù)自主學(xué)習(xí)者特點，，運用了文獻法、問卷調(diào)查法、對比實驗法和訪談法等，在某高職院校開展了一學(xué)期的形成性評價實驗。實驗結(jié)束后通過對有關(guān)數(shù)據(jù)的統(tǒng)計和分析，結(jié)果作者發(fā)現(xiàn)實驗班學(xué)生的英語自主學(xué)習(xí)能力有了顯著提高，英語成績整體上也有了一定的提高，但效果不是很明顯；同時也發(fā)現(xiàn)以形成性評價為基礎(chǔ)的復(fù)合型評價方式對中、低學(xué)習(xí)水平的學(xué)生英語自主學(xué)習(xí)能力影響更大。 本研究最終驗證了以形成性評價為基礎(chǔ)的復(fù)合型評價方式是提高學(xué)生英語自主學(xué)習(xí)能力的有效方式，這對自主學(xué)習(xí)培養(yǎng)策略的研究和當(dāng)前課程評價改革具有重要意義。當(dāng)然，本研究只是初步探索，還有待于在教學(xué)實踐中繼續(xù)改進和完善。
[Abstract]:Autonomous learning is a process or ability for individuals to consciously determine learning goals, formulate learning plans, choose appropriate learning strategies, monitor learning processes, and evaluate learning outcomes according to their own needs. Cultivating learner autonomy is the primary goal of education all over the world. A large number of studies have shown that learners with autonomous learning ability have significantly higher learning efficiency than those with lack of autonomous learning ability. Firstly, the present situation of English teaching in higher vocational colleges is deeply analyzed, and it is pointed out that the English foundation of students in higher vocational colleges is generally weak, the consciousness of autonomous learning is lacking, and the ability of autonomous learning is low. This seriously restricts the effective development of English classroom teaching in higher vocational colleges. Although there are many researches on developing learner autonomy in recent years, most of them remain at the level of teaching method, and the effect is not obvious in practice. Under the guidance of the evaluation view of "evaluation for development", the author applies formative evaluation to the cultivation of learning autonomy, and attempts to promote students' autonomous learning from some aspects of students' learning. This experiment studies two questions. They are: can the combination of formative evaluation and summative evaluation improve students' English autonomous learning ability? Does the improvement of students' English autonomous learning ability lead to the improvement of English learning achievement? On the basis of the research, combined with the practice of English classroom teaching in higher vocational colleges and in accordance with the characteristics of autonomous learners, the author applies the methods of literature, questionnaire, comparative experiment and interview, etc. A formative evaluation experiment was carried out in a vocational college for one term. After the experiment, through the statistics and analysis of the relevant data, the author found that the experimental class students' English autonomous learning ability has significantly improved, the overall English achievement has also improved, but the effect is not very obvious; At the same time, it is found that the compound evaluation method based on formative evaluation has more influence on students' English autonomous learning ability with low learning level. This study finally verifies that the compound evaluation method based on formative evaluation is an effective way to improve students' English autonomous learning ability, which is of great significance to the study of autonomous learning training strategies and the current curriculum evaluation reform. Of course, this study is only a preliminary exploration, but also needs to be further improved and improved in teaching practice.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H319.3;G712

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本文編號：1900114