英語寫作是英語學(xué)習(xí)中重要的輸出技能之一,而寫作評(píng)價(jià)有助于學(xué)生發(fā)現(xiàn)英語寫作中存在的問題,從而提高學(xué)生英語寫作成績。近年來,涌現(xiàn)了大量不同英語寫作評(píng)價(jià)方式對(duì)學(xué)生英語寫作影響的研究,如:教師評(píng)價(jià)、同伴互評(píng)、機(jī)器評(píng)價(jià)等。為了彌補(bǔ)現(xiàn)有評(píng)價(jià)的不足,文秋芳及其團(tuán)隊(duì)于2016年提出了一種新型的評(píng)價(jià)方式--師生合作評(píng)價(jià)。目前對(duì)師生合作評(píng)價(jià)的研究大多停留在理論層面,而對(duì)其相關(guān)的實(shí)證研究相對(duì)較少。因此,在實(shí)際教學(xué)中探討師生合作評(píng)價(jià)對(duì)學(xué)生英語寫作的影響十分必要。本研究基于輸出驅(qū)動(dòng),輸入促成假設(shè)、輸入假設(shè)和輸出假設(shè),以初中生為研究對(duì)象,探討師生合作評(píng)價(jià)對(duì)初中生英語寫作成績和寫作態(tài)度的影響。本研究旨在回答以下兩個(gè)問題:(1)師生合作評(píng)價(jià)對(duì)初中生英語寫作成績以及對(duì)寫作成績中語言、內(nèi)容、結(jié)構(gòu)的分項(xiàng)成績有什么影響?(2)師生合作評(píng)價(jià)對(duì)初中生的英語寫作態(tài)度有什么影響?本研究以廣東省江門市某中學(xué)八年級(jí)兩個(gè)班106名學(xué)生為研究對(duì)象,開展了將近三個(gè)月的實(shí)驗(yàn)研究。實(shí)驗(yàn)前,研究者在實(shí)驗(yàn)組和對(duì)照組分別進(jìn)行英語寫作前測(cè),目的在于檢驗(yàn)兩組被試的英語寫作成績是否相當(dāng)。隨后,研究者在實(shí)驗(yàn)組發(fā)放英語寫作態(tài)度調(diào)查問卷1,目的在于了解實(shí)驗(yàn)前學(xué)生英...

【文章頁數(shù)】：99 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Teacher-student Collaborative Assessment
        2.1.1 The Development of Teacher-student Collaborative Assessment
        2.1.2 Basic Concepts on the Implementation of TSCA
    2.2 Teacher Feedback
        2.2.1 Researches on Teacher Feedback Abroad
        2.2.2 Researches on Teacher Feedback at Home
    2.3 Peer Feedback
        2.3.1 Researches on Peer Feedback Abroad
        2.3.2 Researches on Peer Feedback at Home
    2.4 Comparative Studies on Teacher Feedback and Peer Feedback
        2.4.1 Comparative Studies on Teacher Feedback and Peer Feedback Abroad
        2.4.2 Comparative Studies on Teacher Feedback and Peer Feedback at Home
    2.5 Teacher-student Collaborative Assessment
    2.6 Critique of the Previous Researches
Chapter Three Theoretical Foundations
    3.1 Input Hypothesis
    3.2 Output Hypothesis
    3.3 Output-driven, Input-enabled Hypothesis
        3.3.1 Output-driven Hypothesis
        3.3.2 Output-driven, Input-enabled Hypothesis
    3.4 TSCA within the Theoretical Foundations
Chapter Four Research Design
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
        4.3.3 Interview
        4.3.4 Standards for Evaluation of English Writing
    4.4 Research Procedures
    4.5 Teaching Case
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results of the pre-test
        5.1.1 Results of the Final Exam in Pre-test
        5.1.2 Results of the Writing Test of CG and EG in Pre-test
    5.2 Results of EG and CG in Post-test
        5.2.1 Comparative Analysis of Pre-test and Post-test
        5.2.2 Results of comparison of language, content and organization in EG
    5.3 Results of Questionnaires
        5.3.1 Results of Questionnaire 1
        5.3.2 Results of Questionnaire 2
    5.4 Results of the Interview
    5.5 Discussion
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Implications of the Research
    6.3 Limitations and Suggestions
        6.3.1 Limitations of the Research
        6.3.2 Suggestions of Further Researches
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ
    Appendix Ⅷ



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