動態(tài)評估是一種將教學與評價融為一體的評估方式。不同于傳統(tǒng)的靜態(tài)評估,動態(tài)評估以著名心理學家維果斯基提出的社會文化理論為依據(jù)。具體來說,它是以社會文化理論中的“最近發(fā)展區(qū)”為核心理論依據(jù)。最近發(fā)展區(qū)指的是學習者在借助成人或其他更有能力的同輩幫助下能達到的解決問題的水平,與獨自解決問題所達到的水平之間的差異。動態(tài)評估旨在通過采用適合學習者最近發(fā)展區(qū)的干預方式,縮短學習者在兩種發(fā)展區(qū)間的差異,以促其發(fā)展。在國外,早期的動態(tài)評估主要應(yīng)用于心理學和普通教育研究。隨著研究的深入和認知的不斷發(fā)展,動態(tài)評估在二語習得方面的顯著作用也逐漸顯現(xiàn)。越來越多的實證研究表明,相較于傳統(tǒng)的靜態(tài)評估,動態(tài)評估能更客觀、全面地評價學習者的學習表現(xiàn),同時也能在一定程度上促進學習者的發(fā)展。目前,國內(nèi)動態(tài)評估研究仍處于起步階段,大多集中在對動態(tài)評估兩種模型的探討和其影響效果的綜述,有關(guān)二語習得的動態(tài)評估實證研究相對較少,現(xiàn)有的相關(guān)研究大多從閱讀和寫作方面探討動態(tài)評估的影響�；诖�,本文將探究互動式動態(tài)評估方法在中國小學生看圖口語表達中的運作機制,采用個案研究法和微變化分析法,深入挖掘動態(tài)評估的過程。通過研究該過程中的互動交... 

【文章來源】：廣東外語外貿(mào)大學廣東省

【文章頁數(shù)】：86 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Background of the study
    1.2 Research purpose and significance
    1.3 Research questions
    1.4 Organization of the study
CHAPTER TWO LITERATURE REVIEW
    2.1 Theoretical foundation of dynamic assessment
        2.1.1 The origin and definition of DA
        2.1.2 The Zone of Proximal Development and Sociocultural Theory
        2.1.3 Structural Cognitive Modifiability and MediatedLearning Experience
    2.2 Different modes of dynamic assessment
        2.2.1 Interventionist DA
        2.2.2 Interactionist DA
    2.3 Previous studies of DA employed in Second Language Acquisition
        2.3.1 International studies of DA in the L2 context
        2.3.2 Domestic studies of DA in the L2 context
        2.3.3 International and domestic studies of DA on L2 speaking
CHAPTER THREE METHODOLOGY
    3.1 Research questions
    3.2 Pilot study
    3.3 Main study
        3.3.1 Participants
        3.3.2 Instruments
        3.3.3 Procedures
    3.4 Data collection
CHAPTER FOUR DATAANALYSIS AND RESULTS
    4.1 Mediation types
    4.2 Learners’reciprocity moves
CHAPTER FIVE DISCUSSION
    5.1 Variation of the mediator’s mediation strategies and learners’response moves
        5.1.1 Variation of the frequency of mediator’s mediation strategies
        5.1.2 Variation of the frequency of learners’response moves
    5.2 Findings of learners’oral performance through interactions in DA sessions
        5.2.1 Checking learners’logic to uncover hidden problems
        5.2.2 Tracking learners’developmental process to explore potentials
        5.2.3 Improved performance beyond the expectation of intervention
    5.3 Learners’perspectives on the process of DA
CHAPTER SIX CONCLUSION
    6.1 Summary of major findings
    6.2 Limitations of the present research
    6.3 Pedagogical implications and directions for future L2 DA researchin speaking
REFERENCES
APPENDICES
    APPENDIX A
    APPENDIX B
    APPENDIX C


【參考文獻】：
期刊論文
[1]動態(tài)評估融入英語過程寫作的個案研究(英文)[J]. 蘭笑笑,劉燕.  Chinese Journal of Applied Linguistics. 2010(01)
[2]大學英語網(wǎng)絡(luò)寫作教學的動態(tài)評估模式研究[J]. 張艷紅.  外語界. 2008(04)
[3]大學英語課堂教學動態(tài)評估[J]. 彭金定.  外語界. 2004(03)



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