在高中英語寫作教學(xué)中,對(duì)學(xué)生的作文點(diǎn)評(píng)效果一直不理想:如班型太大,教師很難對(duì)每名學(xué)生的作文詳細(xì)點(diǎn)評(píng);學(xué)生之間能力和水平差異大,同伴評(píng)價(jià)也很難達(dá)到要求。因此,近年來一種新型評(píng)價(jià)方式—“師生合作評(píng)價(jià)”被越來越多地應(yīng)用到英語教學(xué)中,以規(guī)避傳統(tǒng)評(píng)價(jià)方法的弊端,有效提高教學(xué)質(zhì)量。本研究以支架理論和動(dòng)態(tài)評(píng)估理論為指導(dǎo),把“師生合作評(píng)價(jià)”應(yīng)用到高中英語寫作教學(xué)中,通過T-unit來檢驗(yàn)學(xué)生英語寫作在語言方面的準(zhǔn)確性以及復(fù)雜性,旨在驗(yàn)證實(shí)施“師生合作評(píng)價(jià)”的可行性和有效性。擬探討的研究問題有:1)“師生合作評(píng)價(jià)”是如何影響高中生英語寫作的語言準(zhǔn)確性的?2)“師生合作評(píng)價(jià)”是如何影響高中生英語寫作的語言復(fù)雜性的?3)教師應(yīng)如何應(yīng)用“師生合作評(píng)價(jià)”縮小不同層次學(xué)生英語寫作能力的差異?2019年9月至2020年1月,大連市長(zhǎng)興島高級(jí)中學(xué)高一年級(jí)的兩個(gè)班被選作為實(shí)驗(yàn)班（EC）和控制班（CC）。實(shí)驗(yàn)班實(shí)行“師生合作評(píng)價(jià)”,控制班實(shí)行傳統(tǒng)的評(píng)價(jià)方式。通過對(duì)前后測(cè)、調(diào)查問卷和訪談等收集到的信息進(jìn)行分析,研究結(jié)果發(fā)現(xiàn):首先,“師生合作評(píng)價(jià)”顯著提高了高中生英語寫作的語言準(zhǔn)確性,相對(duì)于其他錯(cuò)誤,它對(duì)語法性錯(cuò)誤的影響尤其... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：69 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 The Organization of the Thesis
Ⅱ Literature Review
    2.1 Different Approaches to Doing Writing Assessment
        2.1.1 Teacher Assessment
        2.1.2 Self-Assessment
        2.1.3 Peer Assessment
        2.1.4 Diversified Assessment
    2.2 An Overview of “Teacher-Student Collaborative Assessment”
        2.2.1 A Brief Introduction to TSCA
        2.2.2 Requirements of TSCA
        2.2.3 Procedures of TSCA
    2.3 Research on Writing Competence
        2.3.1 Research on Writing Competence Abroad
        2.3.2 Research on Writing Competence at Home
    2.4 Theoretical Foundations
        2.4.1 Scaffolding Theory
        2.4.2 Dynamic Assessment
Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaire
        3.3.3 Interview
        3.3.4 Measurement of Accuracy and Complexity
    3.4 Research Procedures
        3.4.1 Preparation Stage
        3.4.2 Implementation Stage
        3.4.3 Post-experiment Stage
Ⅳ Results and Discussion
    4.1 Results and Analysis of the Pre-test and Post-test
        4.1.1 Results and Analysis of the Pre-test of the EC and the CC
        4.1.2 Results and Analysis of the Post-test of the EC and the CC
        4.1.3 Comparison between the Pre-test and the Post-test
    4.2 Results and Analysis of the Questionnaire
    4.3 Results and Analysis of the Interview
    4.4 Discussion
Ⅴ Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for the Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Acknowledgements



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