在高考風(fēng)向標(biāo)下,總結(jié)性評(píng)價(jià)仍然是評(píng)估學(xué)生掌握知識(shí)程度的主要手段。這種評(píng)價(jià)手段不利于教育者激發(fā)學(xué)生學(xué)習(xí)外語的動(dòng)機(jī)和自信,也不利于學(xué)生形成良好的學(xué)習(xí)習(xí)慣。為了使學(xué)生擁有自主學(xué)習(xí)能力和終身學(xué)習(xí)本領(lǐng),在實(shí)際的英語教學(xué)中,教育者應(yīng)該使用形成性評(píng)價(jià)。本論文在英語教和學(xué)當(dāng)中,把形成性評(píng)價(jià)和自主學(xué)習(xí)結(jié)合起來,參考一些當(dāng)前國(guó)內(nèi)外相關(guān)的理論以及研究結(jié)論,試圖用形成性評(píng)價(jià)促進(jìn)高中學(xué)生自主學(xué)習(xí)能力,同時(shí)為英語教師使用形成性評(píng)價(jià)在促進(jìn)學(xué)生自主學(xué)習(xí)能力上提供一些具體的方法。本研究能為高效學(xué)習(xí)、學(xué)生全面發(fā)展提供一定的參考,也為新時(shí)期英語教育評(píng)價(jià)提供新視覺。本論文研究方法包括問卷調(diào)查法、文獻(xiàn)分析法、課堂觀察法、訪談法。本實(shí)證研究試圖解決以下三個(gè)問題:1)高中學(xué)生英語自主學(xué)習(xí)能力現(xiàn)狀如何?2)如何運(yùn)用形成性評(píng)價(jià)促進(jìn)學(xué)生自主學(xué)習(xí)能力提高?3)形成性評(píng)價(jià)運(yùn)用于促進(jìn)高中學(xué)生英語自主學(xué)習(xí)能力是否有效?都有哪些效果?研究之初,研究者通過一套前測(cè)試卷和問卷去了解學(xué)生的英語水平和英語學(xué)習(xí)現(xiàn)狀。從測(cè)試結(jié)果和調(diào)查結(jié)果中,研究者能夠知道學(xué)生的學(xué)習(xí)興趣、學(xué)習(xí)風(fēng)格等,從而知道怎樣有效使用形成性評(píng)價(jià)促進(jìn)學(xué)生的自主學(xué)習(xí)能力。然后,研究者使用具體的...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Thesis
    1.2 Significance of the Thesis
    1.3 Purposes of the Thesis
    1.4 Methodologies of the Thesis
    1.5 Overview of the Thesis
Chapter Two Literature Review
    2.1 Key Terms of This Thesis
        2.1.1 Formative Assessment
            2.1.1.1 Definition of Formative Assessment
            2.1.1.2 Characteristics and Functions of Formative Assessment
        2.1.2 Autonomous Learning
            2.1.2.1 Definition of Autonomous Learning
            2.1.2.2 Characteristics and Functions of Autonomous Learning
    2.2 Previous Studies on Formative Assessment and Autonomous Learning
        2.2.1 Previous Studies Abroad
        2.2.2 Previous Studies at Home
Chapter Three Theoretical Bases of This Study
    3.1 Constructivism Theory
        3.1.1 Brief Introduction of Constructivism Theory
        3.1.2 Characteristics of the Constructivism
        3.1.3 Applications in This Study
    3.2 Multi-intelligence Theory
        3.2.1 Brief Introduction of Multi-intelligence Theory
        3.2.2 Characteristics of Multi-intelligence Theory
        3.2.3 Applications in This Study
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Pre and Post-tests
        4.3.3 Interview
        4.3.4 Classroom Observation
    4.4 Research Procedures
        4.4.1 Questionnaire & Pre-test
        4.4.2 Learning Guidance of the Study
        4.4.3 Ways to Evaluate the Results of Study
    4.5 Statements of How Formative Assessment Applied to Improve Students’ LearningAutonomy
Chapter Five Data and Analysis
    5.1 Analysis of the Questionnaire
    5.2 Analysis of the Pre-test and Post-test
    5.3 Analysis of the Interview
    5.4 Analysis of the Classroom Observation
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Implications for Teachers
        6.2.2 Implications for Students
    6.3 Limitations of the Thesis
    6.4 Suggestions for Further Studies
References
AppendixI: Questionnaire
AppendixⅡ: Pre-test
AppendixⅢ: Specific Learning Plan
AppendixⅣ: Post-test
AppendixV: Interview



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