促进学习的英语写作量规的开发与应用

论文摘要

新课程评价改革引进了新的评价范式,即“促进学习的评价”。新的评价范式带进新的评价方式(如:真实性评价、表现性评价和动态评价),而这些新的评价方式需要新的评价工具——量规。写作作为英语的四项基本技能之一,在各类考试中所占的比重越来越大,教师和学生对其重视程度也在逐年增加。然而,传统的英语写作评价工具(如:核查表等)和英语写作评分标准,在促进学生英语写作水平的提高方面效果不是很显著。因此,关注促进学习的英语写作量规的开发和应用就显得十分有意义。本文首先从英语写作测试和英语写作课堂两个方面阐述了英语写作评价中存在的一些问题,并且分析了英语写作测试的评分标准和课堂使用的英语写作评价工具中存在的问题,并论述了开发和应用英语写作量规的必要性和重要性。本文作者通过文献回顾的方式总结归纳了国内外量规和英语写作量规研究的状况,继而提出了开发英语写作量规的理论基础,即英语写作能力的结构维度,促进学习的评价理论和量规理论。然后,作者从《英语课程标准》中的内容标准,英语作为外语的写作评分标准(如托福和雅思的写作评分标准)和著名语言学者对于写作能力构成要素的分析这几个方面来阐述英语写作量规开发的维度。又从“促进学习的评价理论”的视角阐述了英语写作量规开发与应用的目的和策略。从量规的定义,结构,种类和开发过程的理论梳理中分析了开发促进学习的英语写作量规的落脚点。本文作者借鉴了国内外与英语写作评价和英语写作评价工具等相关理论,提出了促进学习的英语写作量规的定义和技术要求,设计了促进学习的英语写作量规的开发维度和开发过程,验证和论证了英语写作量规的信度和效度,并阐述了应用促进学习的英语写作量规的好处和策略。基于促进学习的英语写作量规,作者构建了该量规的应用模式,并对某外国语学校初一学生进行了为期一个学期的实验研究。问卷调查和访谈结果发现:英语写作量规确实能促进了学生英语写作水平的提高。对“促进学习的英语写作量规”的开发和应用的研究是促进学习评价理论的延续,也是促进学生写作水平提高的有益尝试。其中提出的“促进学习的英语写作量规”的定义,量规开发的维度和开发的程序,量规的应用策略和应用模式等对于中小学英语教师和英语写作评分标准的开发者具有一定的借鉴意义。

论文目录

• ABSTRACT
• 摘要
• List of Tables
• Chapter 1 Introduction
• 1.1 Background
• 1.2 The purpose of this study
• 1.3 The Research Questions
• 1.4 The significance of this study
• 1.4.1.T heoretical significance
• 1.4.2 Practical significance
• Chapter 2 Status Quo for this study
• 2.1 Problems in current English writing assessment practices
• 2.1.1 Problems in the assessment practices of English writing in classroom
• 2.1.2 Problems in the assessment of English writing in examinations
• 2.2 Problems of current practices of English writing assessment tools
• 2.2.1 Problems in English writing assessment criteria in exams
• 2.2.2 Problems of assessment tools for English writing
• Chapter 3 Literature Review
• 3.1 Literature review on rubrics and English writing rubrics abroad
• 3.2 Literature review on rubrics and English writing rubrics research at home
• 3.3 Theoretical basis of English writing rubrics
• 3.3.1 Construct of English writing
• 3.3.2 Assessment for learning （AFL） theory
• 3.3.3 Rubric Theory
• Chapter 4 Development of an English writing rubric from the perspective of AFL
• 4.1 The basis of developing an English writing rubric for students of Junior Grade 1
• 4.1.1 What is an English writing rubric from the perspective of AFL
• 4.1.2 The technical requirements of an English writing rubric from the perspective of AFL
• 4.2 The process of developing an English writing rubric from the perspective of AFL
• 4.2.1 The general processes for developing English writing rubrics
• 4.2.2 The process of developing an English writing rubric for students of Junior Grade One from the perspective of AFL
• 4.2.3 The test of the reliability and validity of the writing rubric from AFL
• 4.3 Strategies for applying the rubric
• 4.3.1 The application of the rubric should be based on AFL
• 4.3.2 The application of the rubric should be throughout the whole writing process
• 4.3.3 The application of the rubric should make sure the students can find evidence of their success
• Chapter 5 Application of the English writing rubric for students in Junior Grade 1--a case study
• 5.1 Introduction
• 5.1.1 The general situation of the students undertaking the experiment
• 5.1.2 The model of applying the rubric
• 5.2.M ethodology of the case study
• 5.2.1 The subject of this questionnaire and interview
• 5.2.2 The purpose of this questionnaire and interview
• 5.2.3 The design of this questionnaire and interview
• 5.3 Result of the questionnaire and interview
• 5.3.1 Result
• 5.3.2 Statistics analysis
• 5.3.3 The enlightenment of this case study
• Chapter 6 Conclusion
• 6.1 Findings of this research
• 6.2 Limitations of this research
• 6.3 Suggestions for further studies
• Bibliography
• Appendixes
• Appendix 1 iBT/Next Generation TOEFL Test Independent Writing Rubrics （Scoring standards）, 2004 by ETS
• Appendix 2 The IELTS Task 1 Writing band descriptors （public version）
• Appendix 3 Simplified writing Rubric for Self-assessment
• Appendix 4 A Questionnaire on the Application of English Writing Rubric
• Acknowledgements
• Papers published during the period of studying for Masters' Degree
• Research Project