發(fā)布時間：2018-04-15 07:20

  本文選題：多元評價 + 高中英語�。� 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：英語寫作是學(xué)生英語綜合能力的體現(xiàn),也是英語學(xué)習(xí)的四項基本技能之一。長期以來,寫作教學(xué)一直是高中英語教學(xué)中的一個重點和難點。然而,從四川省近幾年的高考情況來看,學(xué)生的寫作成績并不太理想,書面表達成為失分較多的題型之一。如何有效地提高學(xué)生的英語寫作水平已成為師生們?nèi)找骊P(guān)注的問題。作為寫作教學(xué)的一個重要環(huán)節(jié),寫作評價的方式與效果直接影響到學(xué)生的寫作動機和寫作態(tài)度。然而傳統(tǒng)的以教師為中心的寫作評價方式單一而機械,它只強調(diào)了評價結(jié)果,而忽視了評價過程和學(xué)生在學(xué)習(xí)中的主體地位。這不僅不利于學(xué)生寫作學(xué)習(xí)的能動性和創(chuàng)造性的培養(yǎng),而且逐漸的降低了學(xué)生的寫作動機和寫作興趣。教育部頒布的《普通高中英語課程標準》(2003)明確倡導(dǎo)形成性評價和終結(jié)性評價相結(jié)合的評價體系,鼓勵學(xué)生,同伴,教師共同關(guān)注和參與評價,從而實現(xiàn)評價主體的多元化和評價方式的多元化,使評價真正的關(guān)注到學(xué)生學(xué)習(xí)的過程,情感和策略,起到激勵學(xué)生學(xué)習(xí)的作用。因此,構(gòu)建高中英語寫作教學(xué)多元化評價體系就顯得尤為緊迫和重要。目前多元評價在高中英語寫作教學(xué)中的應(yīng)用研究還略顯不足。本研究在英語寫作教學(xué)過程中結(jié)合教師評價,自我評價和同伴評價,開展為期三個月的階段性應(yīng)用研究,旨在探討多元評價對高中英語寫作教學(xué)的影響,論證以下三個問題:1.學(xué)生對目前英語寫作教學(xué)和多元評價方式的態(tài)度如何?2.多元評價對學(xué)生的英語寫作水平有怎樣的影響?3.多元評價對學(xué)生的英語寫作學(xué)習(xí)策略和合作精神有何影響?本研究在立足以往對多元評價的研究基礎(chǔ)之上,設(shè)計了問卷表、作文評分量表和自我,同伴,教師評價表,利用問卷調(diào)查,對比實驗和訪談來解決以上三個方面的問題。研究結(jié)果表明,與控制班相比較,實驗班學(xué)生的寫作興趣和寫作能力都得到了較大的提高。在運用多元評價的過程中,學(xué)生還養(yǎng)成了更好的寫作學(xué)習(xí)習(xí)慣和策略,自主學(xué)習(xí)和合作學(xué)習(xí)的能力也得到了相應(yīng)的提升。由此可見,多元評價可以成為調(diào)動學(xué)生積極參與寫作學(xué)習(xí)的有效機制,幫助學(xué)生更加清楚自己寫作中的優(yōu)勢與不足,明確改進的方向。同時,它還有助于教師更新寫作教學(xué)方法并提高寫作教學(xué)效率與水平。
[Abstract]:English writing is not only the embodiment of students' comprehensive English ability, but also one of the four basic English learning skills.For a long time, writing teaching has been an important and difficult point in high school English teaching.However, according to the situation of the college entrance examination in Sichuan province in recent years, the students' writing achievement is not very ideal, and written expression has become one of the problems with many missing points.How to effectively improve students' English writing level has become a growing concern of teachers and students.As an important part of writing teaching, the way and effect of writing evaluation directly affect students' writing motivation and attitude.However, the traditional teacher-centered writing evaluation method is simple and mechanical. It only emphasizes the evaluation results, but neglects the evaluation process and the students' main position in learning.This is not only not conducive to the cultivation of students' initiative and creativity in writing learning, but also gradually reduces the students' writing motivation and interest.The English Curriculum Standard for Senior High School issued by the Ministry of Education (2003) clearly advocates the evaluation system that combines formative evaluation with summative evaluation, and encourages students, peers and teachers to pay close attention to and participate in the evaluation.In order to realize the diversification of evaluation subjects and evaluation methods, the evaluation really pays attention to the process of students' learning, emotion and strategies, and plays an important role in encouraging students to learn.Therefore, it is urgent and important to construct a diversified evaluation system of English writing teaching in senior high school.At present, the application research of multi-evaluation in English writing teaching in senior high school is still insufficient.In the process of English writing teaching, this study carried out a three-month phase application study combining teacher evaluation, self-evaluation and peer evaluation. The purpose of this study was to explore the impact of multiple evaluation on senior English writing teaching, and to demonstrate the following three questions: 1: 1.What is the attitude of the students towards the present English writing teaching and multiple evaluation methods?What is the effect of multivariate evaluation on students' English writing proficiency?What is the impact of multi-evaluation on students' English writing learning strategies and cooperative spirit?Based on the previous studies on multiple evaluation, this study designed a questionnaire, a composition rating scale and a self-evaluation, peer, teacher evaluation form, using questionnaires, comparative experiments and interviews to solve the above three problems.The results show that compared with the control class, the writing interest and writing ability of the students in the experimental class have been greatly improved.In the process of using multiple evaluation, students have also developed better writing habits and strategies, and the ability of autonomous learning and cooperative learning has been improved accordingly.It can be seen that multiple evaluation can become an effective mechanism to mobilize students to actively participate in writing learning, help students to understand their own strengths and weaknesses in writing, and clear the direction of improvement.At the same time, it also helps teachers to update writing teaching methods and improve the efficiency and level of writing teaching.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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