在英語聽、說、讀、寫四項技能中,寫作是中國高中生在英語學習中最薄弱的環(huán)節(jié),因此高中英語寫作教學日益受到重視。其中寫作評價的效果是影響高中英語寫作教學的關(guān)鍵。然而,現(xiàn)階段采用的寫作評價方法多以靜態(tài)評價,形成性評價為主,多是結(jié)果導(dǎo)向的評價方法,忽視寫作過程。同時,傳統(tǒng)的評價方法只著眼于學生當前的能力,而無法預(yù)測學生在未來發(fā)展中的潛能。為了更好地發(fā)揮寫作評價對寫作教學的指導(dǎo)作用,動態(tài)評價作為一種新的評價方法,以最近發(fā)展區(qū)理念為核心,將教學和評價相結(jié)合,預(yù)測學生的未來發(fā)展?jié)撃?為二語寫作評價領(lǐng)域注入新的活力。本文基于集教、學、評為一體的外語寫作動態(tài)評價模型（孔文,2013）,試圖用多元化分析方法探究干預(yù)式動態(tài)評價對英語寫作以及學生遷移能力的影響;同時將干預(yù)式動態(tài)評價和傳統(tǒng)評價進行對比,以探究更高效的干預(yù)式動態(tài)評價實施方案。基于此,本文研究問題如下:（1）干預(yù)式動態(tài)評價是否能顯著改善寫作質(zhì)量?（2）在改善寫作質(zhì)量方面,干預(yù)式動態(tài)評價和傳統(tǒng)評價存在哪些共性和區(qū)別?（3）在提升學生的遷移能力5方面,干預(yù)式動態(tài)評價是否起到積極作用以及干預(yù)式動態(tài)評價和傳統(tǒng)評價在這方面是否存在顯著差異?圍繞以上三個問題,... 

【文章來源】：山東師范大學山東省

【文章頁數(shù)】：110 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Dynamic Assessment
        2.1.1 Differences between Dynamic Assessment and Traditional Evaluation
        2.1.2 Differences between Dynamic Assessment and Formative Assessment
        2.1.3 Researchers’Definitions of Dynamic Assessment
    2.2 Theoretical Foundations of Dynamic Assessment
        2.2.1 Vygotsky’s Sociocultural Theory
        2.2.2 Feuerstein’s Structural Cognitive Modifiability Theory and Mediated LearningExperience
    2.3 Major Models of Dynamic Assessment
        2.3.1 Interventionist Dynamic Assessment
        2.3.2 Interactionist Dynamic Assessment
    2.4 Studies on the Application of Interventionist Dynamic Assessment to Second LanguageInstruction Abroad and at Home
        2.4.1 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction Abroad
        2.4.2 Studies on the Application of Interventionist Dynamic Assessment to SecondLanguage Instruction at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 The English Written Task of Senior High School
        3.3.2 Model of Interventionist Dynamic Assessment in Foreign Language Writing
        3.3.3 A Freeware Tool for Profiling the Vocabulary Level and Complexity of Texts
    3.4 Research Procedure
    3.5 Data Collection and Data Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
            3.5.2.1 Measures of Lexical Complexity
            3.5.2.2 Measures of Syntactic Complexity
Chapter Four Results and Discussion
    4.1 The Influence of Interventionist Dynamic Assessment On Writing Quality
        4.1.1 The Influence of Interventionist Dynamic Assessment on the Complexity ofWritings
            4.1.1.1 Lexical Complexity
            4.1.1.2 Syntactic Complexity
        4.1.2 The Influence of Interventionist Dynamic Assessment on the Vocabulary and WordFrequency of Writings
    4.2 Differences and Similarities between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Writing Quality
        4.2.1 The Influence of Traditional Evaluation on the Complexity of Writings
            4.2.1.1 Lexical Complexity
            4.2.1.2 Syntactic Complexity
        4.2.2 The Comparison about Students’Initial Writing Abilities with regard toComplexity of Writings
            4.2.2.1 Lexical Complexity
            4.2.2.2 Syntactic Complexity
        4.2.3 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment with regard to Improving Complexity of Writings
            4.2.3.1 Lexical Complexity
            4.2.3.2 Syntactic Complexity
    4.3 The Analysis of Students’Transfer Ability about Complexity of Writings
        4.3.1 The Influence of Interventionist Dynamic Assessment on Students’TransferAbility in respect of Complexity of Writings
            4.3.1.1 Lexical Complexity
            4.3.1.2 Syntactic Complexity
        4.3.2 The Comparison between Traditional Evaluation and Interventionist DynamicAssessment in terms of Improving Transfer Ability about Complexity of Writings
            4.3.2.1 Lexical Complexity
            4.3.2.2 Syntactic Complexity
    4.4 A Report of Interventionist Dynamic Assessment on English Writing
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
Publication
Acknowledgement


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博士論文
[1]大學英語寫作教學的動態(tài)評價研究[D]. 張艷紅.上海外國語大學 2012
[2]動態(tài)評估理論與應(yīng)用研究[D]. 范兆蘭.南京師范大學 2006
[3]維果茨基對現(xiàn)代西方心理學的影響[D]. 麻彥坤.南京師范大學 2005

碩士論文
[1]動態(tài)評估在高中英語寫作教學中的應(yīng)用研究[D]. 解純杰.山東師范大學 2018
[2]社會文化理論在國際漢語教學中的應(yīng)用研究[D]. 趙星星.陜西師范大學 2018
[3]動態(tài)評價在高中英語寫作教學中的應(yīng)用研究[D]. 費健.南京師范大學 2017
[4]基于最近發(fā)展區(qū)理論的糾正性反饋對高中生英語寫作能力影響的研究[D]. 趙斯文.北京師范大學 2016
[5]英語寫作動態(tài)評估過程的微變化研究[D]. 李利英.四川外國語大學 2015
[6]干預(yù)式動態(tài)評價對學困生英語口語能力影響的個案研究[D]. 陳玢.華中師范大學 2014



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