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课堂作文评分方法的个案研究 ——基于Criterion~（SM）中整体与分项结合评分方法

2020-12-01阅读(737)

课堂作文评分方法的个案研究 ——基于Criterion~（SM）中整体与分项结合评分方法

论文摘要

写作测试作为一项效度很高的测试项目,历来都是外语教学与测试中必不可少的一个环节。而如何提高学生的写作能力也是写作教学与测试领域的一大焦点。学生在基于课堂的写作训练中,面临着写作兴趣,写作态度,写作自信心,写作能力的提高等一系列问题,他们期望教师能够给予作文更加详细与认真的评估,并提出相关的修改意见。基于CriterionSM中的整体和分项评分相结合的方法,该论文探讨了这种方法运用于学生的平时写作练习中,是否更有利于提高他们的写作积极性,写作兴趣及写作能力。该论文基于“支架理论”,最近发展区理论,二语习得理论,以及发展性评价思想,探研了教师作文评分方法——学生写作中的重要“支架”,对学生写作训练的重要性。文章首先陈述了研究背景,研究问题;随之进行了理论阐述和文献回顾,提出了研究假设;然后论述了研究过程,研究中所运用的研究对象,研究方法,研究工具;最后分析了研究结果,并提出了论文存在的不足和相关建议。研究分为四个步骤。1.两次写作任务的实施。2.作文的评估和数据的收集整理。3.评分后对学生进行问卷调查。4.数据的分析与结论的提出。采用SPSS15进行数据的分析与对比。分析结果表明:在基于课堂的写作训练中,总体与分项评分结合法,1.比单一的总体评分法或单一的分项评分法更有效;2.更加有助于提高学生的写作积极性,写作兴趣与写作能力;3.更易于被学生接受。该研究从学生需求出发,旨在寻求从实际改善学生写作态度,写作能力的评分方法。希望对今后学生写作规划研究有所裨益。同时该研究也存在些许不足,也期望在今后的研究中得到改进。

论文目录

  • 中文摘要
  • Abstract
  • Chapter One Introduction
  • 1.1 Research background
  • 1.2 Research questions
  • 1.3 Significance of the study
  • 1.4 Overview of the paper
  • Chapter Two Literature Review
  • 2.1 Related theories
  • 2.1.1 Visual Scaffolding
  • 2.1.2 Vygotsky's Zone of Proximal Development
  • 2.1.3 Stephen Krashen: Input Hypothesis and the Affective Filter
  • 2.1.4 Developmental Evaluation Idea
  • 2.2 Related previous researches
  • 2.2.1 Related previous researches abroad and at home
  • 2.2.2 Summary
  • Chapter Three Holistic Scoring and Analytical Feedback
  • SM'>3.1 Introduction of CriterionSM
  • 3.2 Holistic Scoring
  • 3.2.1 Description of E-rater
  • 3.2.2 Holistic Scoring
  • 3.3 Analytical Feedback
  • 3.3.1 Description of Critique
  • 3.3.2 Analytical Feedback
  • 3.4 Summary
  • Chapter Four Research Design and Methods
  • 4.1 Description of the research population
  • 4.2 Description of the research hypothesis
  • 4.2.1 Independent variable
  • 4.2.2 Dependent variable
  • 4.2.3 Research prediction
  • 4.3 Research methods
  • 4.4 Research scheme
  • 4.5 Research design
  • Chapter Five Results and Analysis
  • 5.1 Analysis of pretest data
  • 5.2 Analysis of posttest data
  • 5.3 Comparison of different data
  • 5.3.1 Comparison between data of pretest and posttest in Class One
  • 5.3.2 Comparison of pretest data and posttest data in Class Two
  • 5.3.3 Comparison of pretest data and posttest data in Class Three
  • 5.3.4 Comparison of pretest and posttest data among three classes
  • 5.3.5 Summary
  • 5.4 Analysis of the questionnaire
  • 5.4.1. The reliability of the questionnaire
  • 5.4.2 The validity of the questionnaire
  • 5.4.3 Explanation of the results
  • 5.4.4 Summary
  • 5.5 Findings
  • Chapter Six Conclusion
  • 6.1 Summary of the research
  • 6.2 Limitations and suggestions
  • Bibliography
  • Acknowledgements
  • Appendix One TOEFL Writing Scoring Guide
  • Appendix Two Questionnaire

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    课堂作文评分方法的个案研究 ——基于Criterion~（SM）中整体与分项结合评分方法
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