本文選題：高考英語測試　切入點：高中英語閱讀教學　出處：《東北師范大學》2012年碩士論文　論文類型：學位論文

【摘要】：語言測試的反撥作用指的是測試對教學產(chǎn)生的影響，其影響可能是積極的，有益的，也可能是消極的，有害的。國內(nèi)外許多學者都非常關(guān)注測試的反撥作用，提出了許多理論假設(shè)，并以此為基礎(chǔ)做了科學的實證研究，特別是對大規(guī)模、高風險考試（托福，雅思，大學英語四、六級等）的實證研究。 高考作為我國大規(guī)模的選拔性測試，被認為是目前國內(nèi)最嚴格、最公平的測試，受到整個社會的極度重視。但國內(nèi)對高考反撥作用的實證研究很少，關(guān)于高中英語閱讀教學的實證研究更是少之又少。因此，本文作者就高考英語測試做了深入而細致的研究，尤其是對高中關(guān)于高考的閱讀教學的反撥作用的研究，以促進高考英語教學的正面反撥作用，避免高考的負面反撥作用。 本文主要調(diào)查研究教師和學生對高考及其反撥作用的認識如何？高中英語課堂教學的現(xiàn)狀如何？高考英語閱讀測試對教學有哪些影響？怎樣提高高考的積極反撥作用，避免其消極反撥作用？本文作者通過調(diào)查問卷、課堂觀察、面對面訪談的方式進行了定量及定性的實證研究。本文的研究對象是遼寧省范圍內(nèi)的高中英語教師和學生。作者共發(fā)放了300張調(diào)查問卷，并對參加問卷調(diào)查的部分老師和學生進行了采訪。此外，本文還對國內(nèi)外大量文獻進行了分析研究，對相關(guān)的理論和實證研究有了深入的了解。 本文的研究結(jié)果表明，高考英語閱讀測試對高中英語閱讀教學總體上產(chǎn)生積極的反撥作用，但也存在著消極的反撥作用。高考對課堂教學時間的分配，教學模式，教學內(nèi)容，教學策略，教學的范圍、廣度和深度，成績的評定等產(chǎn)生影響,同時高考也引發(fā)了教師對測試的深入思考。因為高考的直接參與者---教師和學生對測試的結(jié)果反饋不夠清楚、及時，并且對測試結(jié)果的分析沒有一個可靠的自我評估。教師和學生在激活背景知識，提高學習興趣上重視度不夠，，這兩點反映了高考閱讀測試的消極反撥作用。因此，我們可以進一步改進考試安排，提高試卷質(zhì)量，多采用貼近生活的真實材料，為教師和學生提高評分細則以及全面的反饋。
[Abstract]:The backwash effect of language testing refers to the impact of testing on teaching, which may be positive, beneficial, negative and harmful. Many scholars at home and abroad are very concerned about the backwash effect of testing. Many theoretical hypotheses have been put forward, and scientific empirical research has been done on this basis, especially on large-scale, high-risk examinations (TOEFL, IELTS, CET-4, CET-6, etc.). As a large-scale selection test in our country, college entrance examination is considered to be the strictest and fairest test in China at present, and it is highly valued by the whole society. However, there are few empirical studies on the backwash effect of the college entrance examination in China. Therefore, the author has done a thorough and detailed study on the college entrance examination English test, especially on the backwash effect of reading teaching in senior high school. In order to promote the positive backwash effect of college entrance examination English teaching, avoid the negative backwash effect of college entrance examination. This article mainly investigates the teachers and students' understanding of the college entrance examination and its backwash function. What is the current situation of English teaching in senior high school? What influence does the college entrance examination English reading test have on the teaching? How to improve the positive backwash effect of college entrance examination, avoid its negative backwash effect? The author conducts a quantitative and qualitative empirical study through questionnaires, classroom observations and face-to-face interviews. The subjects of this study are senior high school English teachers and students in Liaoning Province. And some teachers and students who participated in the questionnaire were interviewed. In addition, this paper also analyzed a large number of literature at home and abroad, and has a deep understanding of the relevant theoretical and empirical research. The results of this study show that the college entrance examination has a positive backwash effect on senior high school English reading teaching, but it also has a negative backwash effect on classroom teaching time allocation, teaching mode and teaching content. Teaching strategies, the scope, breadth and depth of teaching, the evaluation of results, and so on. At the same time, the college entrance examination has also caused teachers to think deeply about the test, because the direct participants in the college entrance examination-teachers and students-have not received clear feedback on the results of the tests. Teachers and students pay less attention to activating background knowledge and increasing their interest in learning. These two points reflect the negative backwash effect of the college entrance examination reading test. We can further improve the examination arrangements, improve the quality of the test paper, use more real materials close to life, improve the grading rules and comprehensive feedback for teachers and students.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G633.41

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