【摘要】：教學(xué)評(píng)價(jià)不僅是評(píng)價(jià)課堂教學(xué)的重要方式,也是保證教學(xué)效果和提高學(xué)生學(xué)習(xí)潛能的重要手段。長(zhǎng)期以來(lái),我國(guó)的大學(xué)英語(yǔ)寫(xiě)作教學(xué)評(píng)估主要以終結(jié)性評(píng)估為主,過(guò)分強(qiáng)調(diào)學(xué)習(xí)結(jié)果而忽略學(xué)習(xí)過(guò)程,不利于促進(jìn)學(xué)生寫(xiě)作能力的全面發(fā)展。因此,探索和建立新的大學(xué)英語(yǔ)寫(xiě)作評(píng)估方式是非常有必要的。近十幾年來(lái),動(dòng)態(tài)評(píng)估因其強(qiáng)調(diào)評(píng)教一體,主張通過(guò)師生互動(dòng)提升學(xué)生潛能而引起了二語(yǔ)教學(xué)領(lǐng)域的關(guān)注。本研究將動(dòng)態(tài)評(píng)估引入大學(xué)英語(yǔ)寫(xiě)作教學(xué)中,采用微變化研究方法探索動(dòng)態(tài)評(píng)估的過(guò)程并檢驗(yàn)其對(duì)英語(yǔ)寫(xiě)作教學(xué)的影響。本研究試圖回答三個(gè)問(wèn)題:1)在動(dòng)態(tài)評(píng)估過(guò)程中,教師的干預(yù)策略及學(xué)生的反饋分別有哪些類(lèi)型?隨著動(dòng)態(tài)評(píng)估的進(jìn)行,教師的干預(yù)策略及學(xué)生的反饋分別在類(lèi)型及數(shù)量方面有怎樣的變化?2)動(dòng)態(tài)評(píng)估對(duì)于學(xué)生的英語(yǔ)寫(xiě)作水平有何影響?3)動(dòng)態(tài)評(píng)估對(duì)于學(xué)生的英語(yǔ)寫(xiě)作焦慮有何影響?本研究以四名英語(yǔ)專(zhuān)業(yè)大二學(xué)生為研究對(duì)象,進(jìn)行了連續(xù)5個(gè)周期的動(dòng)態(tài)評(píng)估教學(xué)實(shí)踐。每個(gè)動(dòng)態(tài)評(píng)估周期包括前測(cè),宏觀動(dòng)態(tài)評(píng)估,微觀動(dòng)態(tài)評(píng)估和后測(cè)。在前測(cè)中,每名受試被要求在30分鐘內(nèi)獨(dú)立完成一篇作文。宏觀動(dòng)態(tài)評(píng)估和微觀動(dòng)態(tài)評(píng)估都以一對(duì)一的方式進(jìn)行,學(xué)生在動(dòng)態(tài)干預(yù)后分別完成修改稿和終稿。每個(gè)動(dòng)態(tài)評(píng)估干預(yù)周期的初稿也被視作前一個(gè)周期的后側(cè)作文。所有干預(yù)互動(dòng)的對(duì)話內(nèi)容都被錄音。另外,在每次前測(cè)寫(xiě)作之前,受試都被要求填寫(xiě)二語(yǔ)寫(xiě)作焦慮問(wèn)卷調(diào)查表。在五次動(dòng)態(tài)評(píng)估全部結(jié)束后,四人接受了訪談。實(shí)驗(yàn)中獲得的所有作文、問(wèn)卷及錄音材料都被用于實(shí)驗(yàn)分析。本實(shí)驗(yàn)的研究結(jié)果表明在大學(xué)英語(yǔ)寫(xiě)作教學(xué)中實(shí)施動(dòng)態(tài)評(píng)估有助于提高學(xué)生的寫(xiě)作水平及降低寫(xiě)作焦慮,具體研究結(jié)果如下:1)動(dòng)態(tài)評(píng)估有助于增強(qiáng)學(xué)生的學(xué)習(xí)潛能。動(dòng)態(tài)評(píng)估過(guò)程中,教師的干預(yù)策略可按照由隱性到顯性的程度歸納為7類(lèi),學(xué)生的反饋可根據(jù)獨(dú)立糾錯(cuò)的能力歸納為5類(lèi)。隨著干預(yù)互動(dòng)的進(jìn)行,學(xué)生所需的顯性干預(yù)策略減少,獨(dú)立糾錯(cuò)的能力增強(qiáng)。2)動(dòng)態(tài)評(píng)估能有效提高學(xué)生的英語(yǔ)寫(xiě)作水平。學(xué)生的作文在內(nèi)容及結(jié)構(gòu)方面進(jìn)步顯著。在語(yǔ)言表達(dá)方面,正確度和詞匯復(fù)雜度有顯著提升,流利度和語(yǔ)法復(fù)雜度無(wú)顯著變化。3)動(dòng)態(tài)評(píng)估后,學(xué)生的寫(xiě)作焦慮度在整體上有所下降。認(rèn)知焦慮有較明顯下降,回避焦慮和身體焦慮無(wú)明顯變化。本研究為大學(xué)英語(yǔ)寫(xiě)作教學(xué)評(píng)估體系提供了新的選擇,為動(dòng)態(tài)評(píng)估在大學(xué)英語(yǔ)寫(xiě)作教學(xué)領(lǐng)域提供了實(shí)踐經(jīng)驗(yàn),同時(shí)為切實(shí)提高學(xué)生的英語(yǔ)寫(xiě)作水平及降低英語(yǔ)寫(xiě)作焦慮帶來(lái)了啟示。
[Abstract]:Teaching evaluation is not only an important way to evaluate classroom teaching, but also an important means to ensure teaching effect and improve students' learning potential. For a long time, the evaluation of college English writing teaching in our country has focused mainly on summative evaluation. It is unfavorable to promote the overall development of students' writing ability by placing too much emphasis on the learning results and neglecting the learning process. Therefore, it is necessary to explore and establish a new evaluation method of college English writing. In recent years, dynamic assessment has attracted much attention in the field of second language teaching because of its emphasis on the integration of evaluation and teaching and the promotion of students' potential through teacher-student interaction. In this study, dynamic assessment is introduced into college English writing teaching, and the process of dynamic assessment is explored by means of micro-change research and its influence on English writing teaching is tested. This study attempts to answer three questions: 1) what are the types of teacher intervention strategies and students' feedback in the process of dynamic evaluation? As the dynamic assessment proceeds, How do teachers' intervention strategies and students' feedback change in type and quantity? 2) what effect does dynamic assessment have on students' English writing proficiency? 3) what effect does dynamic assessment have on students' English writing anxiety? In this study, four sophomores majoring in English were studied, and the teaching practice of dynamic evaluation was carried out for five consecutive cycles. Each dynamic evaluation cycle includes pre-test, macro-dynamic assessment, micro-dynamic assessment and post-test. In the pre-test, each participant was asked to complete a composition independently within 30 minutes. The macro dynamic assessment and micro dynamic assessment were carried out on a one-to-one basis. The students completed the revision and the final draft respectively after the dynamic intervention. The first draft of each dynamic assessment intervention cycle is also seen as a backside composition of the previous cycle. All the interactive conversations were recorded. In addition, before each pretest, the subjects were asked to fill out the second language Writing anxiety questionnaire. After all five dynamic assessments were completed, four people were interviewed. All compositions, questionnaires and recording materials obtained from the experiment were used for experimental analysis. The results of this study show that dynamic assessment in college English writing teaching can improve students' writing ability and reduce their writing anxiety. The specific results are as follows: 1) dynamic evaluation helps enhance students' learning potential. In the process of dynamic evaluation, teachers' intervention strategies can be classified into 7 categories according to the degree from recessive to explicit, and students' feedback can be classified into 5 categories according to their ability of independent error correction. With the interaction of intervention, the students need less explicit intervention strategies, and the ability of independent error correction increases by .2) dynamic assessment can effectively improve the students' English writing ability. Students' compositions have made remarkable progress in content and structure. In terms of language expression, the accuracy and lexical complexity were significantly improved, while fluency and grammatical complexity were not significantly changed.) after dynamic assessment, the students' writing anxiety decreased as a whole. Cognitive anxiety decreased significantly, but avoidance anxiety and physical anxiety did not change significantly. This study provides a new choice for the evaluation system of college English writing teaching, and provides practical experience for dynamic evaluation in the field of college English writing teaching. At the same time, it brings enlightenment to improve students' English writing level and reduce English writing anxiety.
【學(xué)位授予單位】：山西財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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