【摘要】：語言測試的反撥效應是指語言測試對語言教學產(chǎn)生的積極或消極的影響。至上世紀90年代以來,國內(nèi)外學者對這個論題進行了大量的探討和研究,提出了意義深遠的理論假設和模式。特別是對諸多高風險、大規(guī)模的測試(托福、全國證書考試等)的實證研究,在一定程度上對當時的測試和教學改革有一定的促進作用。高考作為我國大規(guī)模、標準化的選拔性測試,目前是高校選拔人才的唯一標準測試,其是高中教與學的指揮棒。2014年山西省對英語高考題型進行了部分改革。英語高考試卷中,語法單選題被詞語運用(語法填空)題取而代之。這對于山西省的考生來說是一種新題型。詞語運用(語法填空)題型可以分為兩大類:一類是根據(jù)提示詞填空,考查學生對派生詞及搭配搭配能力;另一類是無提示詞填空,考查點以冠詞、介詞、助詞、連詞居多。這一題型的出現(xiàn)避免了單選題的缺點。選擇題的猜測性大,干擾性也大,不能真實地反應學生的語言能力。此外,這一題型的出現(xiàn)必定會對高中教學產(chǎn)生積極或消極的反撥作用。教師和學生對這種題型的出現(xiàn)是何種態(tài)度?新題型對高中教與學的哪些方面產(chǎn)生影響,會產(chǎn)生怎樣的影響?如何更好地發(fā)揮新題型對高中教學的積極作用?針對以上的研究問題,本文作者采用問卷調(diào)查,訪談和課堂觀察三種研究工具對山西省運城市垣曲縣的三所高中的30名英語老師和300名高三學生進行了實證研究,并采用SPSS統(tǒng)計程序?qū)κ占降臄?shù)據(jù)進行了描述性統(tǒng)計與分析。研究結(jié)果表明:高考詞語運用題型對高中的教學產(chǎn)生了積極和消極的反撥作用。從整體來看,積極的反撥作用大于消極的反撥作用。大部分師生對改革后的新題型抱有積極的態(tài)度。新題型能夠激發(fā)老師的教學積極性和學生的學習興趣。新題型對整個課堂活動以及老師的教學方法有積極的影響。與單項選擇相比,詞語運用題型減輕了學生的學習負擔,增強了學生的語言基礎,但是與單項選擇題相比,新題型增加了一定的難度,降低了一些學生的自信心。
[Abstract]:The backwash effect of language test refers to the positive or negative effect of language test on language teaching. Since the 1990s, scholars at home and abroad have made a great deal of research on this topic and put forward profound theoretical assumptions and models. In particular, the empirical research on many high risk and large scale tests (TOEFL, National Certificate examination, etc.), to a certain extent, has a certain role in promoting the testing and teaching reform at that time. As a large-scale and standardized selection test in China, the college entrance examination is the only standard test for the selection of talents in colleges and universities, and it is the baton of teaching and learning in senior high schools. In the English college entrance examination papers, grammar list topics are replaced by words and phrases (grammar blanks). This is a new type of question for the examinees in Shanxi Province. The use of words can be divided into two categories: one is to fill in the blanks according to the prompting words, and the other is to check the students' ability of derivation and collocation, and the other is to fill in the blanks with the unprompted words, the examination points are articles, prepositions, auxiliary words and conjunctions. The appearance of this topic type avoids the disadvantage of single topic selection. Multiple choice questions are highly speculative and intrusive, and cannot truly reflect students' language skills. In addition, the emergence of this type of question will certainly have a positive or negative backwash effect on senior high school teaching. What is the attitude of teachers and students to the emergence of this type of question? Which aspects of high school teaching and learning will be affected by the new question type? How to play the positive role of the new question type in senior high school teaching? In order to solve the above problems, the author makes an empirical study of 30 English teachers and 300 senior high school students in three senior high schools in Yuncheng, Shanxi Province, by means of questionnaire, interview and classroom observation. The data collected are described and analyzed by SPSS program. The results show that the use of questions in college entrance examination has a positive and negative backwash effect on senior high school teaching. From the overall point of view, the positive counter-dialling effect is greater than the negative anti-dialling effect. Most teachers and students have a positive attitude towards the new question type after the reform. New questions can stimulate teachers' enthusiasm and students' interest in learning. The new question type has a positive effect on the whole classroom activity and the teacher's teaching method. Compared with single choice, the use of words and phrases reduces the burden of learning and strengthens the students' language base, but compared with the single choice question, the new question type increases the difficulty and reduces the self-confidence of some students.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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