寫作分項評價對高中生英語寫作能力的影響研究
發(fā)布時間：2018-08-07 11:30
【摘要】：作為英語學習的四項基本技能之一,寫作是一項綜合語言能力,要求學習者能夠完整通順地把觀點表達出來。良好的英語寫作能力需要學習者在詞匯、語法、篇章組織、思維邏輯等各方面得到綜合發(fā)展。在高中英語寫作評價中,教師的評分方法是影響高中英語寫作的一個重要因素。它對學生寫作能力的提高起著至關(guān)重要的作用。本研究主要從分項評分法入手,通過與傳統(tǒng)的整體評分法相對比,進一步探究分項評分法對高中生英語寫作能力的影響。本研究對南昌市某中學高二兩個平行班的80名學生進行為期10周的實驗。筆者在實驗班使用分項評分法批改作文并反饋,在控制班則仍使用傳統(tǒng)的整體評分法。經(jīng)過三輪的寫作訓練之后,兩個班同時進行寫作測試,從而檢驗分項評分法較之整體評分法的優(yōu)劣,并探討分項評分法能促進哪些能力提高。與此同時,筆者還針對實驗班的學生分別在實驗前后發(fā)放調(diào)查問卷,并對其與兩名評分員進行后期訪談,以此探究分項評分法是否會對他們的英語寫作興趣和態(tài)度產(chǎn)生積極作用。研究結(jié)果表明:(1)與傳統(tǒng)的整體評分法相比,分項評分法能夠更有效的提高學生的英語寫作能力,學生在內(nèi)容、組織結(jié)構(gòu)、詞匯、語言使用以及寫作技巧方面都有所進步,其中組織結(jié)構(gòu)的能力提高最大。(2)實驗后,學生對英語寫作的興趣有所增強。他們開始喜歡英語寫作并且對寫作更加自信了。除此之外,學生非常贊同分項評分法,認為這種新的評分方法比以往批改作文的方式更加公正合理�；谝陨涎芯拷Y(jié)果,筆者提出了以下幾點教學啟示:首先,分項評分法應當運用在高中英語課堂寫作中,充分發(fā)揮寫作分項評價的積極反撥作用。其次,在關(guān)鍵性的高中英語考試中,應鼓勵采用分項評分法,確�？荚囋u分的公平公正。最后,鑒于高中至今為止還沒有權(quán)威標準的分項評分量表,許多英語教師又對其知之甚少,所以分項評分法在高中尚未得到推廣。筆者建議加強對高中英語教師的評分培訓,讓更多的英語教師了解并且使用分項評分法。
[Abstract]:As one of the four basic English learning skills, writing is a comprehensive language ability, which requires learners to express their views in a complete and smooth manner. Good English writing skills require learners to develop comprehensively in vocabulary, grammar, text organization, thinking logic and so on. In the evaluation of senior high school English writing, teachers' scoring method is an important factor affecting high school English writing. It plays an important role in the improvement of students' writing ability. This study mainly starts with the itemized scoring method and compares it with the traditional overall scoring method to further explore the effect of itemized scoring method on senior high school students' English writing ability. This study conducted a 10-week experiment on 80 students in two parallel classes in a middle school in Nanchang. In the experimental class, the method of sub-score was used to correct the composition and feedback, while in the control class, the traditional integral scoring method was used. After three rounds of writing training, the two classes conducted writing tests at the same time, so as to test the advantages and disadvantages of the itemized scoring method compared with the overall scoring method, and to explore which abilities can be improved by the itemized scoring method. At the same time, the author also issued questionnaires to the students of the experimental class before and after the experiment, and interviewed them with two graders. This is to explore whether the itemized scoring method has a positive effect on their interest and attitude in English writing. The results show that: (1) compared with the traditional overall scoring method, itemized scoring method can improve students' English writing ability more effectively, and the students have made progress in content, organizational structure, vocabulary, language use and writing skills. (2) after the experiment, students' interest in English writing increased. They began to like writing in English and became more confident in writing. In addition, the students strongly agree with the itemized scoring method, which is more fair and reasonable than the previous way of correcting the composition. Based on the above research results, the author puts forward the following teaching implications: first, the itemized scoring method should be applied in senior high school English classroom writing to give full play to the positive backwash effect of the sub-evaluation of writing. Secondly, in the key senior high school English examination, we should encourage the use of itemized scoring method to ensure the fairness and fairness of the examination score. Finally, in view of the fact that there is no authoritative sub-rating scale in senior high school, and many English teachers know little about it, it has not been popularized in senior high school. The author suggests to strengthen the grading training for English teachers in senior high school so that more English teachers can understand and use itemized scoring method.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2169880
[Abstract]:As one of the four basic English learning skills, writing is a comprehensive language ability, which requires learners to express their views in a complete and smooth manner. Good English writing skills require learners to develop comprehensively in vocabulary, grammar, text organization, thinking logic and so on. In the evaluation of senior high school English writing, teachers' scoring method is an important factor affecting high school English writing. It plays an important role in the improvement of students' writing ability. This study mainly starts with the itemized scoring method and compares it with the traditional overall scoring method to further explore the effect of itemized scoring method on senior high school students' English writing ability. This study conducted a 10-week experiment on 80 students in two parallel classes in a middle school in Nanchang. In the experimental class, the method of sub-score was used to correct the composition and feedback, while in the control class, the traditional integral scoring method was used. After three rounds of writing training, the two classes conducted writing tests at the same time, so as to test the advantages and disadvantages of the itemized scoring method compared with the overall scoring method, and to explore which abilities can be improved by the itemized scoring method. At the same time, the author also issued questionnaires to the students of the experimental class before and after the experiment, and interviewed them with two graders. This is to explore whether the itemized scoring method has a positive effect on their interest and attitude in English writing. The results show that: (1) compared with the traditional overall scoring method, itemized scoring method can improve students' English writing ability more effectively, and the students have made progress in content, organizational structure, vocabulary, language use and writing skills. (2) after the experiment, students' interest in English writing increased. They began to like writing in English and became more confident in writing. In addition, the students strongly agree with the itemized scoring method, which is more fair and reasonable than the previous way of correcting the composition. Based on the above research results, the author puts forward the following teaching implications: first, the itemized scoring method should be applied in senior high school English classroom writing to give full play to the positive backwash effect of the sub-evaluation of writing. Secondly, in the key senior high school English examination, we should encourage the use of itemized scoring method to ensure the fairness and fairness of the examination score. Finally, in view of the fact that there is no authoritative sub-rating scale in senior high school, and many English teachers know little about it, it has not been popularized in senior high school. The author suggests to strengthen the grading training for English teachers in senior high school so that more English teachers can understand and use itemized scoring method.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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