寫作作為一種創(chuàng)造性的語言運(yùn)用過程,是四種語言技能中相對較難習(xí)得的一項(xiàng)。寫作教學(xué)、批改與評價(jià)反饋也需要教師耗費(fèi)大量精力,限于教學(xué)任務(wù)的繁重,許多教師傾向于把時(shí)間花在寫作教學(xué)上,而寫作的評價(jià)往往拘泥于形式單一的書面評價(jià),評價(jià)內(nèi)容常以結(jié)果為導(dǎo)向,學(xué)生的習(xí)作修改多限于語言知識方面,不利于指導(dǎo)教師改進(jìn)教學(xué)策略和發(fā)展學(xué)生的寫作能力。為改善這一現(xiàn)狀,本文將動態(tài)評價(jià)理論引入初中英語寫作教學(xué)與評價(jià)中,探索在動態(tài)評價(jià)理論指導(dǎo)下的英語寫作教學(xué)策略與機(jī)制。本文以維果茨基的社會文化理論和菲厄斯坦的中介學(xué)習(xí)經(jīng)驗(yàn)理論為基礎(chǔ),在參考了大量國內(nèi)外文獻(xiàn)后發(fā)現(xiàn),一些動態(tài)評價(jià)運(yùn)用于二語教學(xué)的研究尚處于理論階段,動態(tài)評價(jià)運(yùn)用于寫作教學(xué)各方面的實(shí)證研究多以語法為主要研究內(nèi)容,或以高中生或大學(xué)生為研究對象。因此,本文嘗試以上海初中六年級學(xué)生為研究對象,探究動態(tài)評價(jià)運(yùn)用于寫作修改階段的教學(xué)方法,及其可能帶來的影響,即考量以下三個(gè)研究問題:（1）動態(tài)評價(jià)在多大程度上能幫助激發(fā)學(xué)生的寫作動機(jī)?（2）動態(tài)評價(jià)在哪（些）方面能夠改善教師在作文修改階段的寫作教學(xué)?（3）比起非動態(tài)評價(jià)方法,動態(tài)評價(jià)的應(yīng)用是否更有助于提升學(xué)生的寫作能力?圍繞以上... 

【文章來源】：上海師范大學(xué)上海市

【文章頁數(shù)】：79 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 Status Quo of Writing Assessment in Junior High School
        1.1.2 Requirement from Curriculum Standards for Writing Assessment
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Dynamic Assessment
        2.1.1 Definition of Dynamic Assessment
        2.1.2 Major Approaches to Dynamic Assessment
        2.1.3 Comparison of Dynamic Assessment with Non-Dynamic Assessment
        2.1.4 The Integration of Dynamic Assessment into Writing Teaching
    2.2 Theoretical Foundation of Dynamic Assessment
        2.2.1 Vygotsky’s Sociocultural Theory
        2.2.2 Feuerstein’s Mediated Learning Experience
    2.3 Related Studies on Dynamic Assessment in L2 Teaching
        2.3.1 Studies Abroad
        2.3.2 Studies at Home
    2.4 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Tests
    3.4 Research Procedures
        3.4.1 Procedures in the Experimental Class
        3.4.2 Procedures in the Control Class
    3.5 Data Collection and Processing
Chapter Four Teaching Samples
    4.1 The First Teaching Stage
        4.1.1 Teacher’s Instruction
        4.1.2 Students’Mediation
        4.1.3 Reflection
    4.2 The Second Teaching Stage
        4.2.1 Peer Evaluation
        4.2.2 Students’Mediation
        4.2.3 Reflection
    4.3 The Third Teaching Stage
    4.4 Summary
Chapter Five Results and Analysis
    5.1 Effects of DA on Students’Writing Motivation
    5.2 Effects of DA on Teachers’Writing Teaching
        5.2.1 Teachers’Feedback in the Pre-interview
        5.2.2 Teachers’Feedback in the Post-interview
    5.3 Effects of DA on Students’Writing Competence
        5.3.1 Results of the Pretest and the Posttest Between Two Classes
        5.3.2 Results of the Pretest and the Posttest Within Two Classes
    5.4 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications of the Study
    6.3 Limitations and Suggestions for Further Studies
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Appendix VI
Acknowledgements



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