【摘要】：一直以來(lái),英語(yǔ)都是高中教學(xué)的主要學(xué)科。而英語(yǔ)閱讀,是高中英語(yǔ)教學(xué)的重點(diǎn),其重要性在高考英語(yǔ)閱讀題所占比例方面就有所體現(xiàn)。然而,當(dāng)前高中學(xué)生英語(yǔ)閱讀現(xiàn)狀卻不盡人意。很多學(xué)習(xí)者對(duì)英語(yǔ)閱讀有厭倦心理,甚至有部分同學(xué)都瀕于放棄的邊緣。造成此現(xiàn)象的主要原因之可能是過(guò)度使用以測(cè)試方式進(jìn)行的終結(jié)性評(píng)價(jià),一味強(qiáng)調(diào)學(xué)生考試分?jǐn)?shù)而忽視學(xué)習(xí)者在閱讀中的學(xué)習(xí)過(guò)程。新《高中英語(yǔ)課程標(biāo)準(zhǔn)》提出學(xué)生自評(píng),同伴互評(píng)以及教師對(duì)學(xué)生學(xué)習(xí)過(guò)程的評(píng)價(jià)都應(yīng)該實(shí)施和運(yùn)用,改變單一的終結(jié)性評(píng)價(jià)方式。本研究將采用以學(xué)習(xí)者為中心的評(píng)價(jià)方式—學(xué)生自評(píng)—運(yùn)用于高中英語(yǔ)閱讀學(xué)習(xí)中。本文報(bào)告了對(duì)江西省豐城市某新建高中高一兩個(gè)班(一班和二班)共129名學(xué)生在閱讀中實(shí)施自主評(píng)價(jià)的研究狀況。作為高中英語(yǔ)閱讀評(píng)價(jià)中的一大勇敢嘗試,本文旨在使高中生英語(yǔ)閱讀收益。學(xué)生以完成課文閱讀自主評(píng)價(jià)表及英語(yǔ)周報(bào)中閱讀理解習(xí)題的自主評(píng)價(jià)表的形式進(jìn)行自主評(píng)價(jià)。本文收集了學(xué)生對(duì)自主評(píng)價(jià)態(tài)度的調(diào)查問卷、學(xué)生閱讀動(dòng)機(jī)的調(diào)查問卷(前測(cè)、后測(cè))以及閱讀成績(jī)(前測(cè)、后測(cè))等數(shù)據(jù)并進(jìn)行分析。本研究擬具體回答以下三個(gè)問題:1)學(xué)生對(duì)自主評(píng)價(jià)過(guò)程的態(tài)度如何?2)自主評(píng)價(jià)運(yùn)用于閱讀能提高高中學(xué)生的閱讀動(dòng)機(jī)嗎?3)自主評(píng)價(jià)運(yùn)用于閱讀能提高高中學(xué)生的閱讀能力嗎?基于對(duì)實(shí)驗(yàn)數(shù)據(jù)的分析,本文得出以下結(jié)論:首先,學(xué)生對(duì)自主評(píng)價(jià)的實(shí)施持積極態(tài)度,認(rèn)為自主評(píng)價(jià)的實(shí)施利于英語(yǔ)閱讀,自主評(píng)價(jià)的過(guò)程可以促進(jìn)英語(yǔ)閱讀能力的提高。其次,自主評(píng)價(jià)的實(shí)施,使得學(xué)生的內(nèi)部閱讀動(dòng)機(jī)和對(duì)閱讀成功期望有所增強(qiáng),盡管增強(qiáng)幅度較小。學(xué)生的外部閱讀動(dòng)機(jī)有較小的減弱。實(shí)驗(yàn)前后,學(xué)生都認(rèn)為英語(yǔ)閱讀很重要。實(shí)驗(yàn)表明,學(xué)生非常重視英語(yǔ)閱讀,并逐漸積極主動(dòng)地進(jìn)行英語(yǔ)閱讀并嘗試挑戰(zhàn)有難度的英語(yǔ)閱讀材料。最后,自主評(píng)價(jià)的實(shí)施對(duì)學(xué)生的英語(yǔ)閱讀能力確實(shí)有一定的積極促進(jìn)作用。但實(shí)驗(yàn)組與控制組的后測(cè)成績(jī)差異并不顯著。經(jīng)過(guò)四個(gè)月的英語(yǔ)閱讀學(xué)習(xí)及閱讀練習(xí),雖然控制組在后測(cè)中也取得了一定的的進(jìn)步,但不及經(jīng)過(guò)自主評(píng)價(jià)實(shí)驗(yàn)后的實(shí)驗(yàn)組�；谏鲜霭l(fā)現(xiàn),得出以下啟示:在高中英語(yǔ)閱讀中實(shí)施自主評(píng)價(jià)是可行的,有幫助的。在今后的研究中,為了進(jìn)行更有效的自主評(píng)價(jià),被試應(yīng)該在實(shí)驗(yàn)前接受正式的自評(píng)訓(xùn)練和練習(xí)。實(shí)驗(yàn)教師也應(yīng)該對(duì)自主評(píng)價(jià)有充足的理論知識(shí),并進(jìn)行更多的實(shí)踐。此外,良好的實(shí)驗(yàn)環(huán)境以及自評(píng)過(guò)程中教師給予學(xué)生適時(shí)鼓勵(lì)與反饋也是進(jìn)行有效自主評(píng)價(jià)實(shí)驗(yàn)的前提。
[Abstract]:English has always been the main subject in high school teaching. English reading is the focus of English teaching in senior high school, and its importance is reflected in the proportion of English reading questions in college entrance examination. However, the current English reading situation of senior high school students is not satisfactory. Many learners are tired of English reading, and even some students are on the verge of giving up. The main reason for this phenomenon may be the overuse of the summative evaluation in the form of testing, which emphasizes the students' test scores and neglects the learners' learning process in reading. The New Senior High School English Curriculum Standard proposes that students' self-evaluation, peer evaluation and teachers' evaluation of students' learning process should be carried out and applied, and that a single summative evaluation method should be changed. This study will apply learner-centered evaluation-self-assessment to high school English reading learning. This paper reports a study of 129 students in a newly-built senior high school in Fengcheng, Jiangxi Province, who are carrying out self-evaluation in reading. As a brave attempt in high school English reading evaluation, this paper aims to make senior high school students benefit from English reading. Students are evaluated independently by completing the text reading independent assessment form and reading comprehension exercises in the English weekly newspaper. This paper collected and analyzed the questionnaire of students' attitude to self-evaluation, the questionnaire of students' reading motivation (pre-test, post-test) and reading achievement (pre-test, post-test). This study is intended to answer the following three questions: 1) what is the attitude of the students to the process of autonomous evaluation? 2) can the application of autonomous evaluation to reading improve the reading motivation of senior high school students? The Reading ability of Senior High School students? Based on the analysis of the experimental data, this paper draws the following conclusions: firstly, the students hold a positive attitude towards the implementation of autonomous evaluation, and consider that the implementation of autonomous evaluation is beneficial to English reading, and the process of autonomous evaluation can promote the improvement of English reading ability. Secondly, the implementation of autonomous evaluation makes students' internal reading motivation and expectation of reading success increase, although the extent of enhancement is small. The students' external reading motivation is slightly weakened. Before and after the experiment, the students thought English reading was very important. The experiment shows that students attach great importance to English reading, and gradually take the initiative to read English and try to challenge the difficult English reading materials. Finally, the implementation of independent evaluation does have a positive effect on students' English reading ability. However, there was no significant difference between the experimental group and the control group in post-test results. After four months of English reading learning and reading practice, although the control group also made some progress in the post-test, it was not as good as the experimental group after the self-evaluation experiment. Based on the above findings, the following revelations are drawn: it is feasible and helpful to implement autonomous evaluation in senior high school English reading. In future studies, subjects should undergo formal self-assessment training and practice prior to the experiment in order to conduct more effective self-evaluation. Experimental teachers should also have sufficient theoretical knowledge of independent evaluation and carry out more practice. In addition, good experimental environment and teachers giving students timely encouragement and feedback in the process of self-evaluation are also the premise of effective self-evaluation experiments.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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