本文關(guān)鍵詞：蒙古族初中生英語寫作教學(xué)動態(tài)評價研究　出處：《江南大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 動態(tài)評價 中介 過程寫作法 英語寫作教學(xué) 蒙古族初中生英語寫作

【摘要】：動態(tài)評價作為一個系統(tǒng)的教學(xué)評價理論源自前蘇聯(lián)心理學(xué)家利維·維果斯基(Lve Vygotsky,1978,1998)和以色列心理學(xué)家羅文·費厄斯坦(Reuven Feuerstein,1990)的作品。他們都認為中介干預(yù)是促進人類認知發(fā)展的重要方法。在動態(tài)評價中,教學(xué)和評價是辯證統(tǒng)一的,所以這種教學(xué)方法有利于判斷學(xué)習(xí)者學(xué)習(xí)中的問題,同時幫助教育者理解學(xué)習(xí)者的學(xué)習(xí)情況,從而使用恰當?shù)慕虒W(xué)中介有效地促進學(xué)習(xí)者的最近發(fā)展區(qū)(CampioneBrown,1987)。評價是對學(xué)生目前知識的測量,不能揭示學(xué)生的學(xué)習(xí)潛能。在評價過程中,考察者應(yīng)該提供中介援助來促進學(xué)生發(fā)展,把握學(xué)生的學(xué)習(xí)潛能。學(xué)習(xí)者在他人的幫助下完成任務(wù)和獨自完成任務(wù)的能力是有很大區(qū)別的(CampioneBrown,1987;Vygotsky,1978)。動態(tài)評價作為教學(xué)與評價的結(jié)合體,目的在于把握學(xué)生的學(xué)習(xí)潛能、促進學(xué)生的發(fā)展(SternbergGrigorenko,2002)。在語言學(xué)習(xí)課程中,動態(tài)評價能同時加強教學(xué)和評價。近幾年,動態(tài)評價已開始在外語教學(xué)實踐中得到應(yīng)用研究。一些研究者在外語實踐教學(xué)中展開了動態(tài)評價研究,但是多數(shù)研究集中在大學(xué)外語教學(xué)中。在少數(shù)民族積極推行農(nóng)牧地區(qū)基礎(chǔ)教育課程改革背景下,本研究對蒙古族初中生英語寫作教學(xué)動態(tài)評價和傳統(tǒng)評價進行了對比研究,回答了以下研究問題:(1)實驗前蒙古族初中生的英語寫作學(xué)習(xí)情況如何?(2)實驗班學(xué)生在動態(tài)評價實驗中可能遇到的問題是什么?導(dǎo)致這些問題的原因是什么?(3)學(xué)生們對動態(tài)評價的反饋是什么?(4)動態(tài)評價對學(xué)生的英語寫作能力有什么影響?本研究針對農(nóng)村蒙古族初中生英語寫作課堂教學(xué),從舍伯吐鎮(zhèn)蒙古族中學(xué)選取初中一年級兩個平行班共72名學(xué)生,分為實驗班和控制班,對兩個班的英語寫作教學(xué)分別實施了為期一個學(xué)期的動態(tài)評價和傳統(tǒng)評價實踐與研究。本研究采用了cipp課程評價模式。在cipp評價過程中,筆者首先通過問卷和前測調(diào)查了受試者的英語寫作教學(xué)現(xiàn)狀,然后根據(jù)其教學(xué)情況和前人的研究成果制定了系統(tǒng)的動態(tài)評價中介策略模型,采用了前測—非標準化中介—后測模式(lantolfpoehner,2004)互動式動態(tài)評價,對實驗班學(xué)生展開了動態(tài)評價實驗。在整個實驗過程中,通過問卷調(diào)查、前測、后測、學(xué)生的任務(wù)完成情況及課堂觀察,收集了定性定量數(shù)據(jù)資料回答了以上研究問題。從兩個班級的前測和后測得到的定量數(shù)據(jù)用spss20.0軟件進行了數(shù)據(jù)分析。本研究的主要發(fā)現(xiàn)如下:(1)關(guān)于蒙古族初中一年級學(xué)生的英語寫作的學(xué)習(xí)情況,前測和問卷調(diào)查(一)的結(jié)果顯示:多數(shù)學(xué)生英語寫作能力低下;英語寫作教學(xué)沒有得到重視;學(xué)生缺乏日常英語寫作練習(xí);大部分學(xué)生對英語寫作沒有興趣;多數(shù)學(xué)生認為在英語聽、說、讀、寫中英語寫作最難。英語課程的根本目的是培養(yǎng)學(xué)生的英語語言應(yīng)用能力。英語寫作能力作為語言應(yīng)用能力在教學(xué)中應(yīng)該受到更多重視。根據(jù)以上情況,對其英語寫作教學(xué)實施動態(tài)評價是改進現(xiàn)狀的最恰當選擇。(2)在動態(tài)評價實驗初期,學(xué)生的任務(wù)完成情況和問卷調(diào)查(二)的結(jié)果表明實驗班學(xué)生主要面臨的問題是他們對過程寫作法有抵觸心理,作文修改能力和合作學(xué)習(xí)能力較低。由于這些原因,學(xué)生對二稿、終稿和同伴評價任務(wù)的完成情況很不理想。發(fā)生這些問題的主要原因是學(xué)生處于英語學(xué)習(xí)的初級階段,而且傳統(tǒng)的寫作教學(xué)并不重視培養(yǎng)學(xué)生的這些能力。(3)在實驗中期,課堂觀察和問卷調(diào)查(三)的結(jié)果表明實驗班多數(shù)學(xué)生對動態(tài)評價中的多種教學(xué)中介策略給予了高度的認可�？偟膩碚f,動態(tài)評價在蒙古族初中生英語寫作課堂教學(xué)中有很高的接受度,盡管在實驗過程中存在一些問題。(4)實驗結(jié)束后,前測和后測的分析結(jié)果揭示,與傳統(tǒng)評價相比,動態(tài)評價能更有效地促進學(xué)生的英語寫作能力的提升。實驗班學(xué)生在主觀語言能力方面有顯著提高。問卷調(diào)查(四)的結(jié)果表明實驗班多數(shù)學(xué)生的英語寫作興趣和能力都得到了提高,同時,通過這次實驗,過程寫作法在學(xué)生中得到了高度認可。根據(jù)以上研究發(fā)現(xiàn),在理論方面,本研究進一步促進了動態(tài)評價理論在初中英語寫作教學(xué)中的應(yīng)用,為基礎(chǔ)教育課程改革提供了一個新的系統(tǒng)科學(xué)的教學(xué)評價理論。在實踐方面,本研究探索了農(nóng)牧地區(qū)蒙古族初中生在動態(tài)評價實驗中的表現(xiàn),為動態(tài)評價在農(nóng)村初中英語寫作教學(xué)中的應(yīng)用提供了實踐經(jīng)驗。同時,本研究為動態(tài)評價在少數(shù)民族基礎(chǔ)教育實踐研究中的進一步發(fā)展提供了教學(xué)啟示。
[Abstract]:Dynamic evaluation as a teaching evaluation system theory from the former Soviet psychologist Levy Vikoski (Lve Vygotsky, 19781998) and Israel (Reuven Feuerstein, psychologist Rowan Feuerstein 1990) works. They believe that the intermediary intervention is an important method to promote the development of human's cognition. In the dynamic evaluation, teaching and evaluation is a dialectical unity, so this kind of teaching methods to evaluate the learners' learning problems, and helps educators understand the learner's learning, the recent development region so as to use proper teaching medium effectively promote learners (CampioneBrown, 1987). The evaluation of students' present knowledge measurement, can not reveal the learning potential of the students in the evaluation process. That study should provide intermediary assistance to promote the development of students, grasp the learning potential of the students. The learner in his people's help to end The task and the ability to complete the task alone is a big difference (CampioneBrown, 1987; Vygotsky, 1978). Dynamic evaluation as a combination of teaching and evaluation, aims to grasp the learning potential of the students, promote the development of students (SternbergGrigorenko, 2002). In the course of language learning, can also strengthen the teaching of dynamic evaluation and evaluation. In recent years, the dynamic evaluation has been applied research in foreign language teaching practice. Some researchers launched a dynamic evaluation research in foreign language teaching practice, but most studies focused on College English teaching. In the minority and actively implement the rural basic education curriculum reform background, this study compared study on English writing of Mongolian Junior middle school students teaching dynamic evaluation and traditional evaluation, answering the following research questions: (1) the Mongolian Junior High School Students' English writing learning situation? (2) what is the experimental class students may encounter in the dynamic evaluation of the problem? What is the cause of these problems? (3) what is the feedback of students on the dynamic evaluation? (4) what are the effects of dynamic evaluation of English writing ability of students? The study for English Writing Teaching of Mongolian Junior middle school student village, from the town of shebotu Mongolian Middle School selected junior high school the first grade two classes of 72 students, divided into experimental class and control class, the teaching of English writing in two classes were implemented in practice and Research on the dynamic evaluation of the price for one semester and the traditional evaluation model used in this study. CIPP course in CIPP. In the process of evaluation, the author firstly through the questionnaire and pre-test survey of the subjects of the present situation of English writing teaching, and then the dynamic evaluation model of the system is formulated in accordance with the strategy of the intermediary teaching situation and the research results of its predecessor, mining With a pretest posttest non standardized intermediary model (lantolfpoehner, 2004) interactive dynamic evaluation, the dynamic evaluation experiment on the students in the experimental class. During the experiment, through the questionnaire, pre-test, post test, students completed the task and classroom observation, qualitative and quantitative data collection answer the above research questions. The measuring data obtained from two classes were measured before and after data were analyzed by spss20.0 software. The main findings are as follows: (1) on the first grade students of Mongolian Junior Middle School English writing learning, pretest and questionnaire survey results show that (a) low: most of the students English writing ability; English writing teaching has not received attention; students lack of daily English writing exercises; most of the students have no interest in English writing; most of the students think in English listening, reading, writing, English Writing Difficult. Ultimate goal of English course is to cultivate students' competence of applying English language. English writing ability of language application ability should be paid more attention in teaching. According to the above situation, the implementation of dynamic evaluation on the teaching of English writing is the most appropriate choice to improve the situation. (2) in the dynamic evaluation of the initial experiment, students complete the task and (two) the survey results show that the main face of the experimental class students is their psychological conflict on the writing process, writing ability and cooperative learning ability to modify is low. For these reasons, the students of the two draft, the completion of the final draft and peer evaluation task is not ideal. The main causes of these problems the student is in the primary stage of English learning, but also the traditional writing teaching does not attach importance to cultivate the students' ability. (3) in the middle of experiment, classroom observation and questionnaires (three The results showed that the majority of) students in experimental class to a high degree of recognition of a variety of teaching strategies for dynamic evaluation of the intermediary. In general, the dynamic evaluation has a high degree of acceptance in Mongolian Students' English writing classroom teaching in junior high school, although there are some problems in the course of the experiment. (4) after the end of the experiment, pre-test after analysis and test results revealed that compared with the traditional evaluation, dynamic evaluation can effectively promote students' English writing ability. Students in the experimental class have improved significantly in the subjective language ability questionnaire (four). The results show that most of the experimental class students' interest in English writing and ability have been improved, at the same time through this experiment, the process approach has been highly recognized in the students. According to the above findings, in theory, this study further promoted the dynamic evaluation theory in English Writing Teaching in junior middle school The application, provides a teaching evaluation system of new scientific theory for the curriculum reform of basic education. In practice, this study explores the Mongolian Junior Middle School Students in agricultural and pastoral areas in the dynamic evaluation of the performance, to provide practical experience for the application of dynamic assessment in rural junior middle school English writing teaching. At the same time, this study provides implications for the further development of the dynamic evaluation on the basis of practice of education of ethnic minorities.

【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
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本文編號：1409444