發(fā)布時(shí)間：2018-08-09 12:57

【摘要】：本文是在任務(wù)型口語(yǔ)教學(xué)中開展形成性評(píng)價(jià)的一次探索嘗試。文章探討的核心問(wèn)題是在任務(wù)型口語(yǔ)教學(xué)中如何運(yùn)用合適的形成性評(píng)價(jià)方式,讓“教、學(xué)、評(píng)”有機(jī)結(jié)合,探索這種評(píng)價(jià)方式是否能有效提高學(xué)生的口語(yǔ)表達(dá)交際能力以及教師的教學(xué)水平。 現(xiàn)有漢語(yǔ)口語(yǔ)任務(wù)型教學(xué)中的評(píng)價(jià)方式較為單一,評(píng)價(jià)和教學(xué)聯(lián)系不夠緊密,缺乏完整客觀的評(píng)價(jià)依據(jù)。在這種情況下,筆者嘗試構(gòu)建一種適合任務(wù)型口語(yǔ)課堂教學(xué)的形成性評(píng)價(jià)方式,通過(guò)將其應(yīng)用于具體的課堂實(shí)踐,證明形成性評(píng)價(jià)在任務(wù)型口語(yǔ)教學(xué)中的對(duì)教和學(xué)產(chǎn)生的積極成效。 論文共分六章,第一章,闡述了本文的選題緣由、研究目的和意義以及相關(guān)的研究方法；第二章是闡述相關(guān)的理論研究現(xiàn)狀并建立評(píng)價(jià)方法；第三章是在漢語(yǔ)任務(wù)型口語(yǔ)教學(xué)中形成性評(píng)價(jià)的課堂應(yīng)用,詳細(xì)記錄相關(guān)的教學(xué)和評(píng)價(jià)過(guò)程。并對(duì)師生的反饋進(jìn)行分析；第四章是從口語(yǔ)表達(dá)能力、學(xué)習(xí)方式和學(xué)習(xí)心態(tài)三方面分析形成性評(píng)價(jià)對(duì)學(xué)生學(xué)習(xí)的成效；第五章從教學(xué)計(jì)劃、教學(xué)策略和課堂管理的角度分析形成性評(píng)價(jià)對(duì)教師教學(xué)的成效；第六章對(duì)全文進(jìn)行總結(jié)。 本文的創(chuàng)新意義主要有三個(gè)方面：一是在漢語(yǔ)任務(wù)型口語(yǔ)教學(xué)中引入了形成性評(píng)價(jià)的方法,這是在對(duì)教學(xué)法理論和相關(guān)評(píng)價(jià)理念進(jìn)行探討的基礎(chǔ)上得出的,并通過(guò)課堂教學(xué)實(shí)驗(yàn)的方式進(jìn)行實(shí)踐證明。二是研究者采用行動(dòng)研究的方法,運(yùn)用擴(kuò)大評(píng)價(jià)主體、細(xì)化評(píng)價(jià)標(biāo)準(zhǔn)等客觀性的評(píng)價(jià)方式對(duì)學(xué)生進(jìn)行評(píng)價(jià),使任務(wù)型口語(yǔ)課堂的教學(xué)評(píng)價(jià)可依據(jù)一定的標(biāo)準(zhǔn),遵循一定程序的操作流程、設(shè)定客觀量化的分值和具體明確的評(píng)語(yǔ)。三是把形成性評(píng)價(jià)方式和教學(xué)過(guò)程相融合,使“教、學(xué)、評(píng)”三者環(huán)環(huán)相扣,相互促進(jìn),使形成性評(píng)價(jià)對(duì)學(xué)生學(xué)習(xí)和教師教學(xué)發(fā)揮及時(shí)有效的反撥作用。
[Abstract]:This paper is an attempt to develop formative evaluation in the task-based oral teaching. The core problem discussed in this paper is how to use the appropriate formative evaluation method in the task-based oral teaching, so that "teaching, learning and evaluation" can be combined organically. To explore whether this evaluation method can effectively improve students' oral communication ability and teachers' teaching level. The existing evaluation method of oral English task-based teaching is relatively simple, and the relationship between evaluation and teaching is not close enough, and there is a lack of complete and objective evaluation basis. In this case, the author tries to construct a formative evaluation method suitable for task-based oral English teaching, and applies it to specific classroom practice. It proves the positive effect of formative evaluation on teaching and learning in task-based oral teaching. The thesis is divided into six chapters, the first chapter describes the reason of the topic, the purpose and significance of the research, and the relevant research methods, the second chapter is to elaborate the current situation of relevant theoretical research and the establishment of evaluation methods; The third chapter is the classroom application of formative evaluation in Chinese task-based oral teaching, recording the relevant teaching and evaluation process in detail. The fourth chapter is to analyze the effect of formative evaluation on students' learning from three aspects of oral expression ability, learning style and learning mentality; the fifth chapter is to analyze the effect of formative evaluation on students' learning from the aspects of oral expression ability, learning style and learning mentality. From the perspective of teaching strategy and classroom management, this paper analyzes the effect of formative evaluation on teachers' teaching. The innovative significance of this paper is mainly in three aspects: first, the formative evaluation method is introduced in the Chinese task-based oral teaching, which is based on the discussion of the pedagogical theory and related evaluation concepts. And through the classroom teaching experiment way carries on the practice proof. Second, the researcher adopts the method of action research to evaluate the students by expanding the evaluation subject and refining the evaluation criteria, so that the teaching evaluation of task-based oral English can be based on certain standards. Follow the procedure, set objective and quantitative scores and specific comments. The third is to combine the formative evaluation method with the teaching process, so that "teaching, learning and evaluation" can be linked and promoted each other, so that formative evaluation can play a timely and effective role in students' learning and teachers' teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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