【摘要】：國家英語課程標(biāo)準(zhǔn)提倡建立合理的評價(jià)體系,培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。形成性評價(jià)和自主學(xué)習(xí)能力是近年來教育工作者的一大關(guān)注點(diǎn)。國內(nèi)外許多研究者已對形成性評價(jià)和自主學(xué)習(xí)能力進(jìn)行了定性和定量的研究。然而,大部分的研究多從理論上探討如何促進(jìn)學(xué)生的自主學(xué)習(xí),而且在研究對象上,大都探討形成性評價(jià)對中學(xué)生自主能力的影響,很少有研究側(cè)重于職業(yè)學(xué)校的學(xué)生。鑒于此,本研究將關(guān)注中職學(xué)校學(xué)生,從實(shí)證角度探討形成性評價(jià)對中職學(xué)生的英語自主學(xué)習(xí)能力的影響,提出兩個(gè)研究問題:1)形成性評價(jià)對中職學(xué)生英語自主學(xué)習(xí)能力的影響如何?主要研究對自主學(xué)習(xí)能力的幾個(gè)方面,如學(xué)習(xí)計(jì)劃、利用課外資源、學(xué)習(xí)信心、學(xué)習(xí)態(tài)度、學(xué)習(xí)習(xí)慣、學(xué)習(xí)策略、自我監(jiān)控和自我評估有何影響。2)形成性評價(jià)如果能提高中職學(xué)生的英語自主學(xué)習(xí)能力,他們的英語學(xué)習(xí)成績是否也可以提高?為研究以上問題,該研究以成都鐵路工程學(xué)校一年級(jí)的兩個(gè)中職平行班的110名機(jī)運(yùn)專業(yè)學(xué)生為研究對象,其中一個(gè)班作為實(shí)驗(yàn)班,另一班為控制班,每班55人。筆者在實(shí)驗(yàn)班運(yùn)用形成性評價(jià)措施(課堂觀察、學(xué)習(xí)日志、學(xué)習(xí)檔案),而控制班則采用傳統(tǒng)的終結(jié)性評價(jià),進(jìn)行一個(gè)學(xué)期(2016年3月初到7月初)的實(shí)驗(yàn)研究。在實(shí)驗(yàn)中,采用調(diào)查問卷和測試收集數(shù)據(jù),并運(yùn)用SPSS19.0統(tǒng)計(jì)軟件對收集到的兩個(gè)班的問卷和測試的數(shù)據(jù)進(jìn)行獨(dú)立樣本T檢測,對比兩個(gè)班級(jí)的結(jié)果,得出以下結(jié)論:第一,形成性評價(jià)提高了學(xué)生的英語自主學(xué)習(xí)能力;第二,自主學(xué)習(xí)能力的幾個(gè)方面,如學(xué)習(xí)計(jì)劃、利用課外資源、學(xué)習(xí)信心、學(xué)習(xí)態(tài)度、自我監(jiān)控和自我評估也都得到了提高,但學(xué)習(xí)習(xí)慣和學(xué)習(xí)策略沒有明顯提高;第三,形成性評價(jià)對學(xué)生的英語自主學(xué)習(xí)能力產(chǎn)生了積極的影響,學(xué)生的英語學(xué)習(xí)成績也有所提高�；谘芯拷Y(jié)果得出以下啟示:英語教學(xué)中教師應(yīng)轉(zhuǎn)變傳統(tǒng)的評價(jià)方式,運(yùn)用形成性評價(jià)激發(fā)學(xué)生學(xué)習(xí)興趣,增強(qiáng)學(xué)習(xí)信心,培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。此外,學(xué)生應(yīng)制定學(xué)習(xí)計(jì)劃、學(xué)習(xí)目標(biāo),自主監(jiān)控和評價(jià)自己的學(xué)習(xí)過程,從而提高自己的自主學(xué)習(xí)能力。
[Abstract]:The National English Curriculum Standard advocates the establishment of a reasonable evaluation system and the cultivation of students' autonomous learning ability. Formative evaluation and autonomous learning ability are a major concern of educators in recent years. Many researchers at home and abroad have carried out qualitative and quantitative research on formative evaluation and autonomous learning ability. However, most of the studies focus on how to promote students' autonomous learning in theory, and on the object of study, the influence of formative evaluation on students' autonomy is mostly discussed, and few studies focus on the students in vocational schools. In view of this, this study will focus on the secondary vocational school students, from an empirical point of view to explore the formative evaluation of secondary vocational school students' English autonomous learning ability, Two research questions are put forward: 1) how does formative evaluation affect students' English autonomous learning ability? It mainly studies several aspects of autonomous learning ability, such as learning planning, using extracurricular resources, learning confidence, learning attitude, learning habits, learning strategies, What is the impact of self-monitoring and self-assessment. 2) if the formative evaluation can improve the students' English autonomous learning ability, can their English learning achievement also be improved? In order to study the above problems, 110 students majoring in machine and transportation in two secondary vocational parallel classes in the first grade of Chengdu Railway Engineering School were studied. One class was used as the experimental class and the other class as the control class, with 55 students in each class. In the experimental class, formative evaluation measures (classroom observation, learning log, learning file) were used in the experimental class, while the traditional summative evaluation was used in the control class to carry out an experimental study for a semester (from early March to early July 2016). In the experiment, the data were collected by questionnaire and test, and the data of two classes were tested by SPSS19.0 software. The results of the two classes were compared, and the following conclusions were obtained: first, Formative evaluation improves students' English autonomous learning ability; Second, several aspects of autonomous learning ability, such as learning plan, using extracurricular resources, learning confidence, learning attitude, self-monitoring and self-evaluation, have also been improved, but learning habits and learning strategies have not been significantly improved; Thirdly, formative evaluation has a positive effect on students' English autonomous learning ability, and their English learning achievement is also improved. Based on the results of the study, the following revelations are drawn: teachers should change the traditional evaluation methods in English teaching, use formative evaluation to stimulate students' interest in learning, enhance their confidence in learning, and cultivate students' autonomous learning ability. In addition, students should make study plan, study goal, monitor and evaluate their own learning process, so as to improve their autonomous learning ability.
【學(xué)位授予單位】：西華大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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