形成性评价应用于中国英语专业教学中的实证研究

论文摘要

评估是英语课程教学中的重要组成部分,是影响学生学习、教师教学、以及相关教育行政管理人员工作的关键因素。为了跟上国际教学评估研究的趋势,提高教学质量,并满足在全国各地教学改革的需要,英语专家和教师一直在努力寻求一种好的评估体系。目前,国家教育部正在试验评估改革,而且已经意识到形成性评价的重要性和必要性,并在全国大部分地区执行“高中英语课程评估标准(试行版)”,也就是2001年的“新英语课程标准”。尽管很多教育家意识到形成性评价的价值,但是在中国对形成性评价的理论和实践研究都主要是关于中小学的英语学习情况,较少有关于形成性评价在大学课堂中的运用的研究。本文是一项有关形成性评价在英语专业学生大学二年级综合英语课堂上的实践和其对专业英语学生的英语学习策略和学习态度的动态影响的探索,并研究形成性评价最终是否能够促进专业学生英语学习成绩的提高。旨在论证以下三个问题:1)在对实验班同学实施了形成性评价这种教学评估模式之前和之后,实验班和对照班英语专业学生的英语策略应用情况有什么变化?2)在对试验班实施了形成性评价之前和之后,实验班和对照班英语学习态度有什么变化?3)形成性评价和英语学习策略、英语学习态度以及英语专业学生的英语学习成绩有什么关系?本研究采用定量结合定性研究方法来调查形成性评价对英语专业学生的学习策略、学习态度以及学习成绩的影响。本研究是通过利克特量表式的英语学习策略问卷与英语专业四级成绩测试,对东华理工大学英语专业二年级学生进行了调查。通过问卷收集学生运用策略的数据,将试验前后对学生进行英语专业四级测试作为学生的学习成绩,并运用SPSS(社会科学统计软件包)16.0对问卷和测试所得数据进行了处理和分析:(1)对学生的英语学习策略使用情况做描述性统计分析:(2)运用独立样本T检验,分析实验班和对照班学生在英语学习策略、英语学习态度以及英语学习成绩之间是否存在显著差异;(3)采用配对样本T检验,分析实验班本身试验前后的学习策略、学习态度以及学习成绩是否存在显著性差异。通过对试验班进行了维持两个学期的形成性评价试验,以及对试验前后的问卷调查和考试结果的数据分析,得出以下结论:(1)形成性评价动态影响学生英语学习策略的应用;(2)形成性评价影响学生英语学习态度;(3)对学生的英语学习情况采用终极评估和形成性评价相结合的方式能够通过影响学生学习策略的运用和学习态度,快速提高学生的学习能力和学习成绩。本研究虽然受到时间和样本量小等因素限制,但是对于英语专业学生的英语学习还是有一定的教学实践作用,尤其对培养学生的自我学习和自我评价的能力有实践指导意义。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Contents
• List of Tables
• Chapter I Introduction
• 1.1 Background of This Study
• 1.2 The Rationale for Studying Formative Assessment
• 1.3 The Significance of the Application of the Formative Assessment to English Majors
• 1.4 Aims and Hypotheses of This Thesis
• 1.5 Overview of This Thesis
• Chapter II Literature Review
• 2.1 A General Review of Assessment Development
• 2.2 The development of Formative Assessment Abroad
• 2.3 Assessment Reform in China
• 2.4 Types of Classroom Assessment
• 2.5 Formative Assessment and Summative Assessment
• 2.5.1 Definitions of Formative Assessment and Summative Assessment
• 2.5.2 Comparisons of Formative Assessment and Summative Assessment
• 2.5.3 Characteristics of Formative Assessment
• 2.5.4 Functions of Formative Assessment
• Chapter III Theoretical Background for This Study
• 3.1 Theories Related to Formative Assessment
• 3.1.1 Humanism Theory
• 3.1.2 Constructivism
• 3.1.3 Cognitive Psychology
• 3.2 A Review of Learning Strategies
• 3.2.1 Definitions of Learning Strategies
• 3.2.2 Classifications of Learning Strategies
• 3.2.2.1 Classifications of Learning Strategies of Rubin
• 3.2.2.2 Classifications of Learning Strategies of Chen Xiaotang and Zheng Min
• 3.2.2.3 The Learning Strategies Involved in the Questionnaire of This Research
• 3.3 A Review of Learning Attitudes
• 3.3.1 Definition of Learning Attitudes
• 3.3.2 Component of Language Learning Attitudes
• 3.4 The Possible Relationship of Learning Strategies, Learning Attitudes and Formative Assessment
• Chapter IV Research Design and Methodology
• 4.1 Introduction
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Tests of English Major before and after Experiment
• 4.3.2 Questionnaire before and after Experiment
• 4.4 Data Collection and Analysis
• Chapter V Application of Formative Assessment in English Majors
• 5.1 Principles of Conducting Formative Assessment
• 5.2 The Methods of Formative Assessment
• 5.2.1 Self-assessment
• 5.2.2 Peer-assessment
• 5.2.3 Teacher-assessment
• 5.2.4 Collaboration-assessment
• 5.3 The Tools and Techniques of Formative Assessment
• 5.3.1 Observation in the Classroom
• 5.3.2 Interviews
• 5.3.3 Student Portfolios
• 5.3.4 Questionnaires
• 5.3.5 Dialogue Journals
• 5.4 Suggested Assessing Models Based on Formative Assessment
• Chapter VI Results and Discussions
• 6.1 Comparison of Learning Strategies Used and Attitudes Held by the treatment class and the control class
• 6.1.1 Learning Strategies Used and Learning Attitudes Held by the Treatment Class before and after Experiment
• 6.1.2 Learning Strategies Used and Learning Attitudes Held by the Control Class before and after Experiment
• 6.1.3 Comparison of Learning Strategies Used and Learning Attitudes Held by the Treatment Class and the Control Class after Experiment
• 6.2 Comparison of Results of the TEM4 Test of the Treatment Class and the Control Class
• 6.2.1 Learning Outcomes of the Treatment Class before and after Experiment
• 6.2.2 Learning Outcomes of the Control Class before and after the Two-term Normal Learning
• 6.2.3 Comparison of Learning Outcomes of the Treatment Class and the Control Class after Experiment
• Chapter VII Conclusion
• 7.1 Major Findings
• 7.2 Pedagogical Implications
• 7.2.1 Implication for English Teaching and Learning
• 7.2.2 Suggested Solutions to Potential Problems of the Implementation of Formative Assessment in English Teaching
• 7.3 Limitations of This Study and Suggestions for Further Research
• 7.3.1 Limitation of the Study
• 7.3.2 Suggested Areas for Future Research
• 7.4 Summary
• References
• Appendix
• Appendix A TEM4 Test （2004）
• Appendix B TEM4 Test （2003）
• Appendix C 英语学习策略和态度的情况调查
• Publications