用写作档案袋哺育学生

论文摘要

培养学生以适应快速发展的社会,这一需要已迫在眉急。个人与民族的成功与健康都依赖于学校体制培育出有责任心、有思维的人。写作档案袋,作为一种教学策略,能帮助学生达到这一目的。本研究,从老师的角度,试图探索作为日常教学的部分写作档案袋对非英语学生的影响。遵义师范学院两个常规班级参与其中,其中一个被随意指定为实验班即写作档案袋班。本研究采用定量与定性两种方法来回答以下问题:1)借助写作档案袋学生能学得更好吗? 2)写作档案袋对学生的影响是什么?基于问题2又提出两个具体问题:ⅰ)写作档案袋能够促进学生进行更多反思并培养自我评价能力吗?ⅱ)借助写作档案袋学生能够对自己的学习担负更多责任吗?定量研究数据和定性研究数据显示写作档案袋确实帮助学生学得更好,确实促进学生反思,确实培养了学生的自我评价能力,而且也确实鼓励学生更多地对学习负责。这一研究也表明实施写作档案袋对老师和学生的要求很多而且费时。

论文目录

• Acknowledgements
• English Summary
• Chinese Summary
• A List of Figures and Tables
• Abbreviations Used in This Thesis
• Chapter 1 Introduction
• 1.1 Introduction and Background
• 1.2 The Current Situation of the Study at the College Level
• 1.3 Writing as the Target Skill
• 1.4 Definitions of Some Critical Terms
• 1.5 Purpose of the Study
• 1.6 Significance of the Study
• 1.7 Layout of the Thesis
• 1.8 Summary
• Chapter 2 Relevant Literature Review
• 2.1 Introduction of Portfolio
• 2.2 Identification of Portfolio
• 2.2.1 Definition of Portfolio
• 2.2.2 Characteristics of Portfolio
• 2.2.2.1 Basic Characteristics of Portfolio
• 2.2.2.2 Flexibility—One More Characteristic
• 2.2.3 Two Stages of Portfolio—Process Writing Portfolio and Product Writing Portfolio
• 2.2.3.1 Process Writing Portfolio
• 2.2.3.2 Product Writing Portfolio
• 2.3 Portfolio Assessment
• 2.3.1 Introduction of Assessment
• 2.3.2 Portfolio Assessment—A Mixture of "Assessment of Learning" and "Assessment for Learning"
• 2.3.2.1 Assessment of Learning
• 2.3.2.2 Assessment for Learning
• 2.3.3 Portfolio for Assessment and Instruction
• 2.3.3.1 Two Basic Reasons for Doing Portfolio
• 2.3.3.2 The Relationship between Portfolio with Assessment and Instruction
• 2.3.4 Portfolio Assessment—A Combination of Other Assessments
• 2.3.4.1 Portfolio Assessment—Alternative Assessment
• 2.3.4.2 Portfolio Assessment—Performance Assessment
• 2.3.4.3 Portfolio Assessment—Authentic Assessment
• 2.3.4.4 Portfolio Assessment—Formative Assessment
• 2.4 Portfolio as a Pedagogical Strategy for Promoting Autonomy
• 2.4.1 Autonomy
• 2.4.2 Characteristics of Learner Autonomy
• 2.4.3 Writing Portfolio—Pedagogical Strategy for Developing Autonomous Language Learners
• 2.4.3.1 Reflection
• 2.4.3.2 Self-Assessment
• 2.5 Reliability and Validity of Portfolio
• 2.6 Benefits of Writing Portfolios to Students
• 2.7 Weaknesses of Writing Portfolios
• 2.8 Summary
• Chapter 3 Research Design
• 3.1 Overview
• 3.2 Proposing Hypothesis and Questions
• 3.3 Subjects
• 3.4 Research Methodology
• 3.4.1 Pretest
• 3.4.2 Process Writing Portfolio
• 3.4.2.1 Demonstrating the Idea of Writing Portfolio
• 3.4.2.2 Analyzing Needs
• 3.4.2.3 Defining Writing Portfolio Goals
• 3.4.2.4 Setting Criteria
• 3.4.2.5 Training Self-Assessment and Reflection
• 3.4.2.6 Conferencing between Teacher and Students
• 3.4.2.7 Conducting Questionnaires
• 3.4.3 Product Writing Portfolio
• 3.4.4 Posttest
• 3.5 Data Collection Instruments
• 3.5.1 Pretest and Posttest
• 3.5.2 Questionnaires
• 3.5.3 Conference Records,Self-Assessment and Reflective Statements
• 3.5.3.1 Conferences
• 3.5.3.2 Self-Assessment and Reflective Statements
• 3.6 Data Analysis Methods
• Chapter 4 Data Presentation and Discussion
• 4.1 Pretest
• 4.2 Posttest
• 4.3 The Questionnaire—Students' Writing Self-Assessment Instrument
• 4.4 The Students' Subjective Learning Experiences
• 4.4.1 Being More Reflective on Learning
• 4.4.2 Developing Self-Assessment Ability
• 4.4.2.1 The Process Writing Portfolio
• 4.4.2.2 Cover Report（also the Second Letter）
• 4.4.2.3 Writing Portfolio Conference
• 4.4.3 Assuming More Responsibility for Their Learning
• 4.5 Major Findings
• 4.6 Limitations
• 4.7 Summary
• Chapter 5 Conclusions and Implications
• 5.1 Conclusions
• 5.2 Suggestions for Future Research
• Bibliography
• Appendix
• Appendix 1 Writing Portfolio Goals and Related Entries
• Appendix 2:The Analytic Scale Utilized
• Appendix 3:Sample Self-reflection
• Appendix 4 Pretest
• Appendix 5 Posttest
• Appendix 6 Students' Writing Self-assessment Instrument