形成性评价对中等职业学校学生英语学习影响的研究

论文摘要

随着九年制义务教育制度的贯彻普及,大学和普通高中不断扩大招生规模,中等职业学校的生源减少且素质逐年下降,传统的终结性评价方式使学生在中职学校的英语学习继续品尝失败的苦果,中等职业学校的英语教学面临严峻的挑战。对学生学习情感因素的调查发现中职学生的英语学习缺乏积极的学习态度和自信心。当前的职业教育以就业为导向。学校的任务是,实施“以人为本”,注重培养和激发学生学习的积极性和自信心。本文旨在弄清在中等职业学校采用形成性评价方式是否能够更好地激发学生积极的学习态度,帮助中职学生树立自信,从而提高学生的英语学习成绩。整个研究试图回答三个问题:1.形成性评价是否能激发中职学生英语学习态度的积极性?2.形成性评价是否能够帮助中职学生获得学习英语的自信心?3.形成性评价是否能够更好地帮助中职学生提高英语学习水平?笔者借助问卷调查法,访谈法,进行研究,利用数理统计方法进行数据分析。通过分析得出结论:1.形成性评价有利于激发中职学生英语学习态度的积极性。2.形成性评价能够帮助中职学生获得学习英语的自信心。3.形成性评价能够更好地帮助中职学生提高英语学习水平。全文共分五章。第一章对职业学校学生英语教和学的现状分析,提出中职英语教学引入形成性评价的必要性和实验目的并概括全文。第二章文献综述本章阐述了学习态度,自信心和英语学习的关系,重点介绍形成性评价的特点,并通过和终结性评价方式的对比,阐述了形成性评价的优点。同时,本章还对形成性评价的工具进行了介绍,其中包括课堂观察,座谈,访谈,调查问卷,以及学习档案袋。这为后期实验部分的顺利开展奠定了坚实的理论基础和方法。第三章实验部分笔者选取北京市仪器仪表工业学校自控专业0634和0635班共60人做一项对比实验。其中0634班为控制组,0635班为实验组。控制组采取了传统的评价方式,实验组采取形成性评价的方式。实验从2006年9月开始至2007年1月结束.以开学初的水平测一的成绩作为前测,学校期末的英语水平测考试二的成绩作为后测。第四章数据分析采用数理统计方法对试验数据进行分析。第五章实验结论和启示得出实验结论,在中等职业学校采用形成性评价方式能够更好地激发学生积极的学习态度,帮助中职学生树立自信,从而提高学生的英语学习成绩。最后就实验的不足之处,对将来深入研究提出建议。

论文目录

• Acknowledgements
• Abstract（Chinese）
• Abstract（English）
• Contents
• Chapter 1 Introduction
• 1.1 Problems of Students' English Learning
• 1.1.1 Very Low Starting Level
• 1.1.2 Negative Attitudes toward English Learning
• 1.1.3 Psychological Problems
• 1.2 Basic Situation of English Teaching
• 1.2.1 Totally Teacher-centered Teaching
• 1.2.2 Unfavorable Effects of Summative Assessment
• 1.3 Necessity of Replacing Summative Assessment with Formative Assessment in Vocational Schools
• 1.4 Significance and Purpose of This Research
• 1.5 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Formative Assessment
• 2.1.1 Common Characteristics of Formative Assessment
• 2.1.2 Comparison of Formative and Summative Assessment
• 2.1.3 Advantages of Formative Assessment
• 2.2 Formative Assessment Methods
• 2.2.1 Self-assessment
• 2.2.2 Peer-assessment
• 2.3 Tools and Techniques of Formative Assessment
• 2.3.1 Observation
• 2.3.2 Interviews and Questionnaires
• 2.3.3 Testing
• 2.3.4 Conferences
• 2.3.5 Portfolios
• 2.3.5.1 A Brief Introduction
• 2.3.5.2 Establishment of Portfolios
• 2.3.5.3 Advantages of Portfolios
• 2.4 Learning Attitude
• 2.4.1 Attitude in Language Learning Context
• 2.4.2 Component Of Language Learning Attitude
• 2.4.2.1 Attitude toward the Language
• 2.4.2.2 Attitude toward the Target Language Society
• 2.4.2.3 Attitude toward the Learning Situation
• 2.5 Relationship between Formative Assessment and Learning Attitude
• 2.6 Self-confidence
• Chapter 3 Research Design
• 3.1 Research Questions
• 3.2 Subject Description
• 3.3 Research Instruments
• 3.3.1 Questionnaires Used before and after the Research
• 3.3.2 Two Tests before and after the Research
• 3.3.3 Two Interviews before and after the Research
• 3.4 Procedures of the Research
• 3.4.1.The First Phase-Preparation of the Experiment
• 3.4.2 The Second Phase-Application of Formative Assessment
• 3.4.3 The Third Phrase-Further Data Collections
• Chapter 4 Results and Analysis
• 4.1 Results and analysis from the questionnaires
• 4.1.1 Results and Analysis from the Pre-questionnaire
• 4.1.2 Results and Analysis from the Post-questionnaire
• 4.2.Results and Analysis from the Interviews
• 4.2.1 Results and Analysis from the Pre-interview:
• 4.2.2 Results and Analysis from the Post-interview:
• 4.3.Results and Analysis from Portfolios
• 4.3.1 Results from Students' Portfolio（15 Week Plan）
• 4.3.2 Results from Students' Opinions on Portfolios
• 4.4.Data and Analysis from Tests
• 4.4.1 Data and Analysis from Pre-test
• 4.4.2 Data and analysis from Post-test
• Chapter 5 Conclusion
• 5.1 Findings
• 5.1.1 Formative Assessment Does Develop Vocational Students' Positive Attitude to English Learning
• 5.1.2.Formative Assessment Can Rebuild Vocational Students' Self-confidence
• 5.1.3 Formative Assessment Does Improve Vocational Students' English Proficiency
• 5.2 Limitations and Suggestions for Further Research
• Bibliography
• Appendix I Pre-questionnaire
• Appendix II Post-questionnaire
• Appendix III Questions in the First and Second Interview
• Appendix IV Raw Scores for Two Proficiency Test