本文選題：農(nóng)村初中 + 英語閱讀��； 參考：《安慶師范大學》2017年碩士論文

【摘要】：2011年發(fā)行的《英語新課程標準》指出:在英語教學過程中應有效地實施形成性評價。評價是英語教學的教學工具之一,其對英語教學產(chǎn)生一定的影響。長期以來,由于受到傳統(tǒng)的應試教育的影響,總結性評價是英語教學中主要的教學評價方式。這種教育評價側重于教和學的結果而忽視了教和學的過程。然而,在當前,素質(zhì)教育是國家和地方各個教育部門乃至各個學校都很重視的教學導向。結果,總結性評價并不能滿足當前教育的需求。但是,形成性評價側重于教和學的過程,它不僅體現(xiàn)了學生的學習過程,而且強調(diào)學生的情感、學習興趣和學習策略等。最近數(shù)年,越來越多的學者開始研究形成性評價的概念及其基本理論,但是很少學者去研究其對農(nóng)村初中英語閱讀教學的影響。本項研究的主要目的是驗證形成性評價是否比傳統(tǒng)評價更能夠促進學生的英語閱讀能力的提高;形成性評價是否能夠培養(yǎng)學生的英語閱讀學習的自信和動機;形成性評價是否能夠在農(nóng)村初中英語閱讀教學中有效實施。作者以亳州市蒙城縣壇城中學的初二的102名學生為研究對象,把調(diào)查問卷、訪談、課堂觀察表以及試卷用來輔助本項實驗。本次實驗研究持續(xù)了近一個學期,其主要包括五個部分:前問卷調(diào)查、前測、形成性評價的實施、后測和后問卷調(diào)查。在實際的英語閱讀課堂教學中,作者實施了形成性評價。在教學期間,作者還通過訪談和課堂觀察來輔助本次實驗。結合數(shù)據(jù)收集、分析和多元智能理論、合作學習理論,我們可以得出結論,形成性評價對農(nóng)村初中英語閱讀教學有很積極的影響,但也存在一定的局限性。從長遠來看,它可以提高學生的英語閱讀能力,學習興趣和學習策略,促進學生的英語學習。
[Abstract]:The New English Curriculum Standard published in 2011 points out that formative evaluation should be carried out effectively in the process of English teaching. Evaluation is one of the teaching tools in English teaching, which has a certain influence on English teaching. For a long time, due to the influence of traditional exam-oriented education, summative evaluation is the main teaching evaluation method in English teaching. This educational evaluation focuses on the results of teaching and learning and neglects the process of teaching and learning. However, at present, quality-oriented education is a teaching orientation that all educational departments and schools attach great importance to. As a result, summative evaluation does not meet current educational needs. However formative evaluation focuses on the process of teaching and learning which not only embodies students' learning process but also emphasizes students' emotion learning interest and learning strategies. In recent years, more and more scholars have begun to study the concept of formative evaluation and its basic theory, but few scholars have studied its impact on the rural junior high school English reading teaching. The main purpose of this study is to verify whether formative evaluation can promote students' English reading ability better than traditional evaluation, and whether formative evaluation can foster students' self-confidence and motivation in English reading learning. Formative evaluation can be effectively implemented in rural junior middle school English reading teaching. The author takes 102 students from Tangcheng Middle School in Mengcheng County, Bozhou City as the research objects, and applies questionnaires, interviews, classroom observation forms and examination papers to assist this experiment. The experiment lasted for nearly a semester, which mainly includes five parts: pre-questionnaire, pre-test, formative evaluation, post-test and post-questionnaire. In practical English reading classroom teaching, the author carries out formative evaluation. During the teaching period, the author also assisted the experiment with interviews and classroom observations. Based on the theory of data collection, analysis, multiple intelligences and cooperative learning, we can draw a conclusion that formative evaluation has a positive effect on English reading teaching in rural junior high schools, but it also has some limitations. In the long run, it can improve students' English reading ability, learning interest and learning strategies, and promote students' English learning.
【學位授予單位】：安慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：2077435