近年來,師生合作評價對英語寫作研究影響較大,但是將其運用到提高學(xué)生寫作策略能力上的研究尚不多見。本文旨在驗證師生合作評價對于提升學(xué)習(xí)者寫作策略能力的有效性。現(xiàn)今高中英語寫作教學(xué)一直以教師評價為主導(dǎo),雖然在某種程度上比較高效,但是它強調(diào)寫作結(jié)果而忽視寫作過程,沒有將學(xué)習(xí)者放在課堂教學(xué)的中心地位,從長遠(yuǎn)來看不利于他們寫作策略能力的提高。而師生合作評價能將教師評價、同伴評價和自我評價有機融合,通過師生合作可以幫助學(xué)生培養(yǎng)英語寫作策略能力,進而提高英語寫作水平。本文以合作學(xué)習(xí)理論、過程寫作法和產(chǎn)出導(dǎo)向法為理論依據(jù),將師生合作評價應(yīng)用于高中英語寫作教學(xué),試圖回答如下三個研究問題:(1)師生合作評價會影響高中生的英語寫作策略能力嗎?師生合作評價對高中生不同的英語寫作策略能力有什么影響?(2)學(xué)生對師生合作評價態(tài)度如何?本研究在山東省濟南大學(xué)城實驗高級中學(xué)進行了為期三個月的教學(xué)實驗,旨在解決上述研究問題。實驗前,選擇兩個平行班分別作為本次研究的實驗班和對照班。其中,實驗班開展師生合作評價寫作教學(xué)模式;而控制班則采用教師評價。首先,比較兩個班期中考試寫作成績,以探究師生合作評價是否對學(xué)生的寫作策略使用...

【文章頁數(shù)】：101 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Organization of the research
Chapter Two Literature Review
    2.1 Reviews on TSCA
        2.1.1 Definitions of feedback,teacher feedback and TSCA
        2.1.2 Procedures and requirements of TSCA
        2.1.3 Previous studies on TSCA at home and abroad
    2.2 Reviews on writing strategies
        2.2.1 Definitions of writing strategies
        2.2.2 Classifications of writing strategies
        2.2.3 Previous studies on writing strategies at home and abroad
    2.3 Previous studies on English writing strategies in TSCA
Chapter Three Theoretical Foundations
    3.1 Process-oriented approach
    3.2 Cooperative learning theory
    3.3 Production-oriented approach
Chapter Four Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research methods
    4.4 Research instruments
        4.4.1 Writing tests
        4.4.2 Questionnaires
        4.4.3 Interview
    4.5 Research procedures
        4.5.1 Pre-test
        4.5.2 Pre-test questionnaire
        4.5.3 Group assessment training
        4.5.4 Teaching procedures
        4.5.5 Post-test
        4.5.6 Post-test questionnaire
        4.5.7 Interview
        4.5.8 Teaching case
    4.6 Data collection and analysis
Chapter Five Results and Discussion
    5.1 Results of writing tests
        5.1.1 Results of pre-test
        5.1.2 Results of post-test
        5.1.3 Results of tests in the process
    5.2 Results of questionnaire
        5.2.1 Effects on students’overall writing strategies
        5.2.2 Effects on students’metacognitive strategy
        5.2.3 Effects on students’cognitive strategy
        5.2.4 Effects on students’social affective strategy
        5.2.5 Effects on students’organizational strategy
        5.2.6 Effects on students’linguistic strategy
    5.3 Results of interview
    5.4 Discussion
Chapter Six Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Limitations and suggestions for future research
References
AppendixⅠWriting Tests
AppendixⅡScoring criteria for English writing in senior high school entrance examination
Appendix Ⅲ Questionnaires on Students’English Writing Strategies
Appendix ⅣInterview Outline
Acknowledgements



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