對教師自行設(shè)計的英語專業(yè)精讀課程考試的效度研究
發(fā)布時間：2018-12-23 20:13
【摘要】：英語精讀課程是英語專業(yè)本科生的一門重要課程。英語精讀課程考試是檢驗學(xué)生學(xué)習(xí)效果的重要手段。對教師自行設(shè)計的英語專業(yè)二年級精讀課程考試的效度考查能幫助教師們知道測試內(nèi)容是否達到了該課程教學(xué)大綱的基本要求,能幫助我們了解這門課程是否能培養(yǎng)學(xué)生的英語綜合能力,從而使學(xué)生真正達到英語專業(yè)二年級生應(yīng)有的水平。在此背景下,本文提出了以下研究問題:1.教師自行設(shè)計的英語精讀課程考試的效度如何?尤其是在內(nèi)容效度方面,該考試在何種程度上符合了教學(xué)大綱的要求和規(guī)定?2.如果該考試效度不夠理想,有哪些方面可以得到提高?在運用Bachman的任務(wù)特征框架和內(nèi)容效度相關(guān)理論的基礎(chǔ)上,本文通過對調(diào)查問卷和教師訪談的數(shù)據(jù)分析,以及對三所大學(xué)的教師自行設(shè)計的英語精讀試卷的比較分析,對英語精讀課程考試的效度,尤其是內(nèi)容方面的效度做了分析研究。本研究發(fā)現(xiàn)教師自行設(shè)計的英語專業(yè)精讀課程考試內(nèi)容相關(guān)性好但內(nèi)容覆蓋面不夠大,題型考查不夠全面。就測試各部分來說,詞匯和語法部分內(nèi)容覆蓋面大,但詞匯和語法的考點分配比例不當,語法考點過少。閱讀部分盡管文章難度合理,生詞量適度,題材和體裁合適,考點分布較合理,但閱讀速度過慢,對考生閱讀技能的考查不夠全面,總體內(nèi)容效度不高。完形填空效度較高,文章主題和體裁適當,選項設(shè)計合理,考點豐富。翻譯效度比較高,內(nèi)容覆蓋面廣,考點較全面。寫作除了任務(wù)缺少交互性以外,寫作內(nèi)容適當,考查方式和字數(shù)規(guī)定合適,效度相對不錯。總體來說,教師自行設(shè)計的英語專業(yè)精讀課程考試的效度不夠理想。本文結(jié)尾針對以上結(jié)果提出了一些改進教師自行設(shè)計的英語精讀課程考試效度的建議。本文認為測試應(yīng)更全面,涵蓋詞匯與語法、完型、閱讀、翻譯和寫作各方面。題型分布應(yīng)該更合理,更加重視對完型、翻譯和寫作的考查。測試應(yīng)該著重于對語言的理解和應(yīng)用,而不是對課本內(nèi)容的死記硬背。文章材料應(yīng)該更加的真實、生動,長度具備一定的挑戰(zhàn)性。題型應(yīng)更加多元化。對語言點考查更加全面、合理。本文指出了該測試對英語專業(yè)老師和學(xué)生的影響,建議老師們應(yīng)在測試設(shè)計上加以改進,而學(xué)生們應(yīng)當認真對待測試,并因此查漏補缺,提高自身英語能力和水平。本文還指出了該研究的不足之處:因時間和精力有限,該研究只著重于內(nèi)容方面的效度考查;樣本選取代表性不足;問卷調(diào)查樣本數(shù)據(jù)偏小。最后,本文建議后續(xù)的研究在效度的考查上更加全面,樣本選擇上更具代表性,在數(shù)據(jù)收集上多費心思,在研究方法上推陳出新。
[Abstract]:English intensive reading course is an important course for English majors. English intensive reading course examination is an important means to test students' learning effect. An examination of the validity of the teacher's self-designed English intensive reading course for the second year can help teachers to know whether the content of the test meets the basic requirements of the syllabus. It can help us to understand whether this course can develop students' English comprehensive ability, so that the students can really reach the level of English majors. In this context, this paper puts forward the following research questions: 1. What is the validity of the teacher's self-designed English intensive Reading Test? Especially in terms of content validity, to what extent does the test meet the requirements and requirements of the syllabus? 2. If the validity of the test is not satisfactory, what can be improved? On the basis of Bachman's framework of task characteristics and the theory of content validity, this paper analyzes the data of questionnaires and teacher interviews, as well as the comparative analysis of English intensive reading papers designed by teachers in three universities. This paper analyzes the validity of English intensive reading course, especially the validity of content. This study finds that the content of the English intensive reading course designed by teachers has good relevance, but the content coverage is not enough, and the examination of question type is not comprehensive enough. In terms of each part of the test, the content of vocabulary and grammar has a large coverage, but the proportion of word and grammar is misallocated, and the grammar examination is too few. Although the reading part is reasonable in difficulty, the quantity of words is moderate, the subject matter and genre are suitable, the distribution of examination center is reasonable, but the reading speed is too slow, the examination of the examinee's reading skill is not comprehensive enough, the overall content validity is not high. Cloze has high validity, proper theme and genre, reasonable design and abundant test points. The translation validity is relatively high, the content coverage is wide, the examination spot is more comprehensive. Besides the lack of interactivity, the content of writing is appropriate, the examination method and word count are appropriate, and the validity is relatively good. In general, the validity of English intensive reading course designed by teachers is not ideal. At the end of this paper, some suggestions are put forward to improve the validity of the English intensive Reading course designed by teachers. This paper argues that the test should be more comprehensive, covering vocabulary and grammar, cloze, reading, translation and writing. The distribution of question types should be more reasonable, and more attention should be paid to the examination of Gestalt, translation and writing. The test should focus on understanding and applying the language, rather than memorizing the content of the textbook. The material should be more realistic, vivid and challenging in length. Questions should be more diversified. The examination of language points is more comprehensive and reasonable. This paper points out the influence of the test on English teachers and students, and suggests that teachers should improve the test design, and students should take the test seriously, so as to improve their English ability and level. This paper also points out the shortcomings of the study: due to limited time and energy, the study only focuses on the validity of the content, the sample selection is not representative enough, and the questionnaire survey sample data is small. Finally, this paper suggests that the following studies should be more comprehensive in validity, more representative in sample selection, more thoughtful in data collection, and more innovative in research methods.
【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
本文編號：2390203
[Abstract]:English intensive reading course is an important course for English majors. English intensive reading course examination is an important means to test students' learning effect. An examination of the validity of the teacher's self-designed English intensive reading course for the second year can help teachers to know whether the content of the test meets the basic requirements of the syllabus. It can help us to understand whether this course can develop students' English comprehensive ability, so that the students can really reach the level of English majors. In this context, this paper puts forward the following research questions: 1. What is the validity of the teacher's self-designed English intensive Reading Test? Especially in terms of content validity, to what extent does the test meet the requirements and requirements of the syllabus? 2. If the validity of the test is not satisfactory, what can be improved? On the basis of Bachman's framework of task characteristics and the theory of content validity, this paper analyzes the data of questionnaires and teacher interviews, as well as the comparative analysis of English intensive reading papers designed by teachers in three universities. This paper analyzes the validity of English intensive reading course, especially the validity of content. This study finds that the content of the English intensive reading course designed by teachers has good relevance, but the content coverage is not enough, and the examination of question type is not comprehensive enough. In terms of each part of the test, the content of vocabulary and grammar has a large coverage, but the proportion of word and grammar is misallocated, and the grammar examination is too few. Although the reading part is reasonable in difficulty, the quantity of words is moderate, the subject matter and genre are suitable, the distribution of examination center is reasonable, but the reading speed is too slow, the examination of the examinee's reading skill is not comprehensive enough, the overall content validity is not high. Cloze has high validity, proper theme and genre, reasonable design and abundant test points. The translation validity is relatively high, the content coverage is wide, the examination spot is more comprehensive. Besides the lack of interactivity, the content of writing is appropriate, the examination method and word count are appropriate, and the validity is relatively good. In general, the validity of English intensive reading course designed by teachers is not ideal. At the end of this paper, some suggestions are put forward to improve the validity of the English intensive Reading course designed by teachers. This paper argues that the test should be more comprehensive, covering vocabulary and grammar, cloze, reading, translation and writing. The distribution of question types should be more reasonable, and more attention should be paid to the examination of Gestalt, translation and writing. The test should focus on understanding and applying the language, rather than memorizing the content of the textbook. The material should be more realistic, vivid and challenging in length. Questions should be more diversified. The examination of language points is more comprehensive and reasonable. This paper points out the influence of the test on English teachers and students, and suggests that teachers should improve the test design, and students should take the test seriously, so as to improve their English ability and level. This paper also points out the shortcomings of the study: due to limited time and energy, the study only focuses on the validity of the content, the sample selection is not representative enough, and the questionnaire survey sample data is small. Finally, this paper suggests that the following studies should be more comprehensive in validity, more representative in sample selection, more thoughtful in data collection, and more innovative in research methods.
【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
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