檔案袋評價在貴州農(nóng)村初中英語寫作中的應用
發(fā)布時間：2019-03-20 21:10
【摘要】：寫作教學是初中英語教學的重要內(nèi)容,如何提高寫作教學的效果和質(zhì)量是英語教師十分關心的話題。在貴州偏遠的鄉(xiāng)村中學,英語教師普遍采用傳統(tǒng)的教學方法和評價方式,過度重視寫作結果,卻忽視了學生的寫作過程,也不關注學生的自我評價和反思。學生缺乏寫作的積極性和主動性,對寫作缺乏信心。因此,迫切需要改革現(xiàn)今的英語寫作評價方式。新課程標準倡導形成性評價和終結性評價相結合。筆者調(diào)查發(fā)現(xiàn),在四項基本技能(聽、說、讀、寫)里,寫作是他們最難掌握的技能,而寫作又是最高級的語言技能。為了解決如今初中英語寫作教學中存在的主要問題,作者借鑒部分學者在高中英語寫作中實施檔案袋過程性評價的經(jīng)驗,將檔案袋過程寫作法應用于所任教的花溪區(qū)孟關中學,作者在所任教的兩個初中班里隨機選擇一個班做為實驗班,另一個班作為控制班。實驗前,兩個班英語寫作水平相差不大,英語寫作習慣和對寫作的興趣和信心都相近。這些信息可以從問卷調(diào)查和前測的結果中得到證實。實驗中,在實驗班開展英語寫作檔案袋評價,在控制班的英語寫作仍采用傳統(tǒng)的終結性評價方式。除此之外,這兩個班英語寫作的其他條件相同,如相同的教學設計,相同的老師,相同的教學方法和教材,相同的教學時間等。本研究主要回答以下幾個問題:1.如何把檔案袋評價應用于英語寫作課堂中?2.檔案袋評價是否能提高學生的寫作水平和寫作興趣?3.檔案袋評價是否能促使學生養(yǎng)成來年良好的反思習慣?實驗結果表明:檔案袋評價能提高部分學生的英語寫作興趣,并提高他們的寫作能力和促進他們進行反思。學生在完成寫作任務的同時,加強了同學間的合作,培養(yǎng)了學生的團隊精神。然而,對于英語基礎較差的學生,檔案袋評價并沒有起到明顯的作用。教師仍需多渠道引導學生對英語產(chǎn)生興趣。
[Abstract]:Writing teaching is an important part of junior middle school English teaching. How to improve the effect and quality of writing teaching is a topic of great concern to English teachers. In the remote rural middle schools of Guizhou Province, English teachers generally adopt traditional teaching methods and evaluation methods, pay too much attention to the writing results, but ignore the students' writing process, and do not pay attention to the students' self-evaluation and reflection. Students lack enthusiasm and initiative in writing and lack confidence in writing. Therefore, there is an urgent need to reform the current assessment of English writing. The new curriculum standard advocates the combination of formative evaluation and concluding evaluation. The author found that among the four basic skills (listening, speaking, reading and writing), writing is the most difficult skill for them to master, and writing is the most advanced language skill. In order to solve the main problems existing in the teaching of English writing in junior middle school, the author draws lessons from the experience of some scholars in carrying out the process evaluation of portfolio in high school English writing, and applies the process writing method of portfolio to the Mengguan Middle School in Huaxi District where he teaches. The author randomly selects one class as the experimental class and the other class as the control class in the two junior high school classes he teaches. Before the experiment, there was no significant difference between the two classes in their English writing proficiency, and their English writing habits were similar to their interest and confidence in writing. This information can be confirmed from the results of questionnaires and pre-tests. In the experiment, the English writing portfolio evaluation was carried out in the experimental class, and the traditional summation evaluation method was still used in the control class. In addition, the other conditions of English writing in these two classes are the same, such as the same teaching design, the same teachers, the same teaching methods and teaching materials, the same teaching time, etc. This study mainly answers the following questions: 1. How to apply portfolio evaluation to English writing class? 2. Can portfolio evaluation improve students' writing level and interest in writing? 3. Can portfolio evaluation promote students to develop a good habit of reflection in the coming year? The experimental results show that portfolio evaluation can improve the students' interest in English writing, improve their writing ability and promote their reflection. While completing the task of writing, the students strengthen the cooperation between students and cultivate the team spirit of the students. However, portfolio evaluation does not play a significant role in English-based students. Teachers still need to guide students' interest in English through many channels.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
本文編號：2444634
[Abstract]:Writing teaching is an important part of junior middle school English teaching. How to improve the effect and quality of writing teaching is a topic of great concern to English teachers. In the remote rural middle schools of Guizhou Province, English teachers generally adopt traditional teaching methods and evaluation methods, pay too much attention to the writing results, but ignore the students' writing process, and do not pay attention to the students' self-evaluation and reflection. Students lack enthusiasm and initiative in writing and lack confidence in writing. Therefore, there is an urgent need to reform the current assessment of English writing. The new curriculum standard advocates the combination of formative evaluation and concluding evaluation. The author found that among the four basic skills (listening, speaking, reading and writing), writing is the most difficult skill for them to master, and writing is the most advanced language skill. In order to solve the main problems existing in the teaching of English writing in junior middle school, the author draws lessons from the experience of some scholars in carrying out the process evaluation of portfolio in high school English writing, and applies the process writing method of portfolio to the Mengguan Middle School in Huaxi District where he teaches. The author randomly selects one class as the experimental class and the other class as the control class in the two junior high school classes he teaches. Before the experiment, there was no significant difference between the two classes in their English writing proficiency, and their English writing habits were similar to their interest and confidence in writing. This information can be confirmed from the results of questionnaires and pre-tests. In the experiment, the English writing portfolio evaluation was carried out in the experimental class, and the traditional summation evaluation method was still used in the control class. In addition, the other conditions of English writing in these two classes are the same, such as the same teaching design, the same teachers, the same teaching methods and teaching materials, the same teaching time, etc. This study mainly answers the following questions: 1. How to apply portfolio evaluation to English writing class? 2. Can portfolio evaluation improve students' writing level and interest in writing? 3. Can portfolio evaluation promote students to develop a good habit of reflection in the coming year? The experimental results show that portfolio evaluation can improve the students' interest in English writing, improve their writing ability and promote their reflection. While completing the task of writing, the students strengthen the cooperation between students and cultivate the team spirit of the students. However, portfolio evaluation does not play a significant role in English-based students. Teachers still need to guide students' interest in English through many channels.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41
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