寫作量規(guī)應(yīng)用于高中英語寫作教學(xué)的行動研究
發(fā)布時間：2022-08-12 13:48
《普通高中英語課程標準》（2017年）提出,學(xué)生既是學(xué)習(xí)的主體,也和教師一樣是評價的主體。作為評價工具,英語寫作量規(guī)以教師為主導(dǎo),學(xué)生為主體對學(xué)生作文的內(nèi)容、組織、語法結(jié)構(gòu)、詞匯和寫作規(guī)范五個維度實施評價,并給予相應(yīng)維度不同等級的描述。這一評價模式得到了國內(nèi)外眾多研究者的重視,并展開了大量的研究,但國內(nèi)關(guān)于寫作量規(guī)應(yīng)用于高中英語寫作教學(xué)中的實證研究還較少。因此,本研究以注意假說和元認知理論為理論基礎(chǔ),在廣州市某中學(xué)高二年級的48名學(xué)生中展開行動研究,旨在探索寫作量規(guī)對學(xué)生寫作的影響以及將寫作量規(guī)應(yīng)用于高中英語寫作教學(xué)中可行的方式。本行動研究周期為18周,分兩輪進行,采用的研究工具為英語寫作測試、問卷調(diào)查、學(xué)生訪談和研究者日志,旨在回答以下三個研究問題:1)在應(yīng)用寫作量規(guī)及其五步教學(xué)法的過程中會遇到哪些問題?2)如何解決這些問題以使寫作量規(guī)的應(yīng)用更加有效?3)寫作量規(guī)對高中生的英語寫作有何影響?在第一輪行動中,研究者發(fā)現(xiàn)學(xué)生作文中內(nèi)容、組織和寫作規(guī)范三個方面的提高比較明顯,但語法結(jié)構(gòu)和詞匯維度成績提高不顯著;學(xué)生對寫作量規(guī)的介紹環(huán)節(jié)不感興趣;一些學(xué)生對根據(jù)寫作量規(guī)進行作文的互評缺乏自信;...
【文章頁數(shù)】：134 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Background Information of Rubrics
2.1.1 Definition of rubrics
2.1.2 Types of English Writing Rubrics
2.1.3 The Merits of Writing Rubrics
2.2 Theoretical Studies on Writing Rubrics at Home and Abroad
2.2.1 Theoretical Studies on Writing Rubrics Abroad
2.2.2 Theoretical Studies on Writing Rubrics at Home
2.3 Practical Studies on Writing Rubrics at Home and Abroad
2.3.1 Practical Studies on Writing Rubrics Abroad
2.3.2 Practical Studies on Writing Rubrics at Home
2.4 Gaps in the Previous Studies
Chapter Three Theoretical Foundation
3.1 The Noticing Hypothesis
3.2 The Meta-cognition Theory
3.3 Links Between the Theories and This Research
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 English writing tests
4.3.2 Questionnaires
4.3.3 Researcher’s Journal
4.3.4 Interviews
4.4 Operational Definition of Writing Performance
4.5 Research Procedure
Chapter Five Implementation of the Action Research
5.1 Problem Identification
5.2 Preliminary Investigation
5.2.1 Analysis of the English Writing Pre-test
5.2.2 Interview with the English Teacher of the Class
5.2.3 Pre-Questionnaires for Students
5.3 Problem Confirmation
5.4 Overall Planning for Two Rounds Actions
5.5 The First-round Action
5.5.1 Planning
5.5.2 Action
5.5.3 Observation
5.5.4 Reflection
5.6 The Second-round Action
5.6.1 Planning
5.6.2 Action
5.6.3 Observation
5.6.4 Reflection
5.7 Post-questionnaire and Post-test
5.7.1 Post-questionnaire
5.7.2 Post-test
5.8 Data Collection and Analysis
5.8.1 Data Collection
5.8.2 Data Analysis
Chapter Six Results and Discussion
6.1 Results
6.1.1 Results of Writing Tests
6.1.2 Results of Questionnaires
6.1.3 Results of Researcher’s Journal
6.1.4 Results of Interviews
6.2 Discussion
6.2.1 Discussion in Answer to Research Question One
6.2.2 Discussion in Answer to Research Question Two
6.2.3 Discussion in Answer to Research Question Three
Chapter Seven Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Study
7.4 Suggestions for Future Studies
References
Appendixes
Appendix Ⅰ Questionnaire Used Before and After the Action Research
Appendix Ⅱ English Writing Pre-test
Appendix Ⅲ English Writing Post-test
Appendix Ⅳ English Writing Tasks in Two Rounds Actions
Appendix Ⅴ The Interview with the English Teacher of the Class
Appendix Ⅵ The Interviews with Students
Appendix Ⅶ The Researcher’s Journals
Appendix Ⅷ The Writing Rubric Used in the First Round Action
Appendix Ⅸ The Modified Writing Rubric Used in the Second Round Action
Appendix Ⅹ Students’ Peer-assessment and Self-assessment Form
Appendix Ⅺ Students’ Reflection Diary Form
Appendix Ⅻ The Scores of English Writing Pre-test and Post-test
Appendix ⅩⅢ The Scores of Students’ Compositions in Five Dimensions inPre-test and Post-test
Appendix ⅩⅣ The Scores of Students’ Compositions in Five Dimensions in theFirst Round Action
Appendix ⅩⅤ The Scores of Students’ First Drafts and Second Drafts in FiveDimensions in the Second Round Action
Appendix ⅩⅥ The Percentage of Each Item in Pre-questionnaire
【參考文獻】：
期刊論文
[1]“注意假說”視角下的二語習(xí)得輸入研究[J]. 李志強,李勇忠. 西安外國語大學(xué)學(xué)報. 2019(01)
[2]評價量規(guī)在高中英語寫作教學(xué)反饋環(huán)節(jié)中的設(shè)計及應(yīng)用[J]. 王德美. 英語學(xué)習(xí). 2018(01)
[3]通過同伴評價在高中英語寫作教學(xué)中提高學(xué)生識錯能力的研究[J]. 劉丹,周庭華. 基礎(chǔ)外語教育. 2016(06)
[4]新型評價工具——量規(guī)運用于英語寫作教學(xué)的研究綜述[J]. 董婧. 海外英語. 2015(16)
[5]以促進學(xué)習(xí)為目的的英語寫作評價工具——評價量規(guī)（rubric）簡介[J]. 譚思坦. 大學(xué)英語(學(xué)術(shù)版). 2014(01)
[6]初中英語作文評改中“量規(guī)”的引入及實施策略[J]. 汪辰靜. 教學(xué)與管理. 2014(04)
[7]課堂即時形成性評估研究述評:思考與建議[J]. 楊華,文秋芳. 外語教學(xué)理論與實踐. 2013(03)
[8]英語學(xué)科作文分析式評分量規(guī)及其研制[J]. 羅曉杰,曾家延,董方圓. 課程·教材·教法. 2010(12)
[9]基于評分規(guī)則的作文自評研究需要關(guān)注的問題[J]. 夏雷震. 基礎(chǔ)教育課程. 2010(05)
[10]大學(xué)英語閱讀與寫作教學(xué)評價量規(guī)的制定與應(yīng)用[J]. 段春明,楊芹. 中國電力教育. 2009(12)
碩士論文
[1]基于量規(guī)的評估在大學(xué)英語寫作中的應(yīng)用[D]. 趙志霞.西北師范大學(xué) 2016
[2]量規(guī)在高中英語寫作教學(xué)中的應(yīng)用研究[D]. 張淑美.福建師范大學(xué) 2016
[3]美國、加拿大寫作評價標準初探[D]. 高麗娜.浙江師范大學(xué) 2011
本文編號：3675989
【文章頁數(shù)】：134 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Background Information of Rubrics
2.1.1 Definition of rubrics
2.1.2 Types of English Writing Rubrics
2.1.3 The Merits of Writing Rubrics
2.2 Theoretical Studies on Writing Rubrics at Home and Abroad
2.2.1 Theoretical Studies on Writing Rubrics Abroad
2.2.2 Theoretical Studies on Writing Rubrics at Home
2.3 Practical Studies on Writing Rubrics at Home and Abroad
2.3.1 Practical Studies on Writing Rubrics Abroad
2.3.2 Practical Studies on Writing Rubrics at Home
2.4 Gaps in the Previous Studies
Chapter Three Theoretical Foundation
3.1 The Noticing Hypothesis
3.2 The Meta-cognition Theory
3.3 Links Between the Theories and This Research
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 English writing tests
4.3.2 Questionnaires
4.3.3 Researcher’s Journal
4.3.4 Interviews
4.4 Operational Definition of Writing Performance
4.5 Research Procedure
Chapter Five Implementation of the Action Research
5.1 Problem Identification
5.2 Preliminary Investigation
5.2.1 Analysis of the English Writing Pre-test
5.2.2 Interview with the English Teacher of the Class
5.2.3 Pre-Questionnaires for Students
5.3 Problem Confirmation
5.4 Overall Planning for Two Rounds Actions
5.5 The First-round Action
5.5.1 Planning
5.5.2 Action
5.5.3 Observation
5.5.4 Reflection
5.6 The Second-round Action
5.6.1 Planning
5.6.2 Action
5.6.3 Observation
5.6.4 Reflection
5.7 Post-questionnaire and Post-test
5.7.1 Post-questionnaire
5.7.2 Post-test
5.8 Data Collection and Analysis
5.8.1 Data Collection
5.8.2 Data Analysis
Chapter Six Results and Discussion
6.1 Results
6.1.1 Results of Writing Tests
6.1.2 Results of Questionnaires
6.1.3 Results of Researcher’s Journal
6.1.4 Results of Interviews
6.2 Discussion
6.2.1 Discussion in Answer to Research Question One
6.2.2 Discussion in Answer to Research Question Two
6.2.3 Discussion in Answer to Research Question Three
Chapter Seven Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Study
7.4 Suggestions for Future Studies
References
Appendixes
Appendix Ⅰ Questionnaire Used Before and After the Action Research
Appendix Ⅱ English Writing Pre-test
Appendix Ⅲ English Writing Post-test
Appendix Ⅳ English Writing Tasks in Two Rounds Actions
Appendix Ⅴ The Interview with the English Teacher of the Class
Appendix Ⅵ The Interviews with Students
Appendix Ⅶ The Researcher’s Journals
Appendix Ⅷ The Writing Rubric Used in the First Round Action
Appendix Ⅸ The Modified Writing Rubric Used in the Second Round Action
Appendix Ⅹ Students’ Peer-assessment and Self-assessment Form
Appendix Ⅺ Students’ Reflection Diary Form
Appendix Ⅻ The Scores of English Writing Pre-test and Post-test
Appendix ⅩⅢ The Scores of Students’ Compositions in Five Dimensions inPre-test and Post-test
Appendix ⅩⅣ The Scores of Students’ Compositions in Five Dimensions in theFirst Round Action
Appendix ⅩⅤ The Scores of Students’ First Drafts and Second Drafts in FiveDimensions in the Second Round Action
Appendix ⅩⅥ The Percentage of Each Item in Pre-questionnaire
【參考文獻】：
期刊論文
[1]“注意假說”視角下的二語習(xí)得輸入研究[J]. 李志強,李勇忠. 西安外國語大學(xué)學(xué)報. 2019(01)
[2]評價量規(guī)在高中英語寫作教學(xué)反饋環(huán)節(jié)中的設(shè)計及應(yīng)用[J]. 王德美. 英語學(xué)習(xí). 2018(01)
[3]通過同伴評價在高中英語寫作教學(xué)中提高學(xué)生識錯能力的研究[J]. 劉丹,周庭華. 基礎(chǔ)外語教育. 2016(06)
[4]新型評價工具——量規(guī)運用于英語寫作教學(xué)的研究綜述[J]. 董婧. 海外英語. 2015(16)
[5]以促進學(xué)習(xí)為目的的英語寫作評價工具——評價量規(guī)（rubric）簡介[J]. 譚思坦. 大學(xué)英語(學(xué)術(shù)版). 2014(01)
[6]初中英語作文評改中“量規(guī)”的引入及實施策略[J]. 汪辰靜. 教學(xué)與管理. 2014(04)
[7]課堂即時形成性評估研究述評:思考與建議[J]. 楊華,文秋芳. 外語教學(xué)理論與實踐. 2013(03)
[8]英語學(xué)科作文分析式評分量規(guī)及其研制[J]. 羅曉杰,曾家延,董方圓. 課程·教材·教法. 2010(12)
[9]基于評分規(guī)則的作文自評研究需要關(guān)注的問題[J]. 夏雷震. 基礎(chǔ)教育課程. 2010(05)
[10]大學(xué)英語閱讀與寫作教學(xué)評價量規(guī)的制定與應(yīng)用[J]. 段春明,楊芹. 中國電力教育. 2009(12)
碩士論文
[1]基于量規(guī)的評估在大學(xué)英語寫作中的應(yīng)用[D]. 趙志霞.西北師范大學(xué) 2016
[2]量規(guī)在高中英語寫作教學(xué)中的應(yīng)用研究[D]. 張淑美.福建師范大學(xué) 2016
[3]美國、加拿大寫作評價標準初探[D]. 高麗娜.浙江師范大學(xué) 2011
本文編號：3675989
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