形成性评价在中职英语教学中的应用

论文摘要

现在广泛使用的终结性评价所带来的消极影响已被广大的教育者意识到,以人文主义和建构主义心理学理论为基础的形成性评价在开始应用于英语教学领域。国外的相关研究已有很多,国内的关于形成性评价的研究几乎都集中于中学生的日常英语教学,从中职生角度的形成性评价研究则寥寥无几。本论文通过对山东省轻工工程学校数控专业的两个班81名学生进行了问卷调查,做了实验研究,旨在揭示评价方式对中等职业学校的学生的影响,探索怎样运用形成性评价策略促进中职生的英语学习。结果发现,形成性评价比终结性评价在促进学生掌握元认知策略、强化英语学习动机、形成积极的学习情感和提高英语成绩方面更有效。本文共分六部分:引言和五个章节。第一章文献综述,简要介绍了国外以及国内对形成性评价研究的历史及现状。第二章介绍了本研究理论的基础,并对关键词做出了明确的解释。为本研究奠定了扎实的理论基础。第三章详细介绍了问卷调查和试验研究的背景、必要性、参与者、调查研究过程以及研究工具。并且提出了本研究的目标和假设。第四章讨论分析了实验的结果。对结果的分析分为四个方面:评价对元认知策略的影响;对学习动机的影响;对学习情感的影响;对英语成绩的影响。第五章提出了本次实验研究的结论以及对教育教学的启示,并根据本研究的结果,向英语教师提出了一些教学建议。最后提出了本研究的不足之处。

论文目录

• Abstract
• 论文摘要
• Introduction
• Chapter 1 Literature Review
• 1.1 An Overview of Western Assessment Development
• 1.2 An Overview of Assessment Development in China
• Chapter 2 Rationale for this study
• 2.1 Testing, Measurement, Evaluation and Assessment
• 2.2 Contributions of Cognitive Psychology
• 2.3 Motivation Theory
• 2.4 The Affective Filter Hypothesis
• 2.5 General Types of Classroom Assessment
• 2.5.1 Summative Assessment
• 2.5.2 Diagnostic Assessment
• 2.5.3 Product Assessment
• 2.5.4 Authentic Assessment
• 2.5.5 Formative Assessment
• 2.6 Comparison of Formative Assessment and Summative Assessment
• 2.7 Characteristics of Formative Assessment
• 2.8 Types of Formative Assessment
• 2.8.1 Observation in the Classroom
• 2.8.2 Portfolios and Conferences
• 2.8.3 Journals, Questionnaires and Interviews
• 2.8.4 Sizing up Assessment
• 2.8.5 Instructional Assessment
• 2.8.6 Diagnostic Assessment
• 2.9 Functions of Formative Assessment
• Chapter 3 Investigation and Analysis
• 3.1 The Background of the Investigation
• 3.2 Investigation Aims
• 3.3 Research Design
• 3.3.1 The subjects
• 3.3.2 Instrument
• 3.3.2.1 Questionnaire
• 3.3.2.2 Quasi-experiment
• Chapter 4 Results and Discussion
• 4.1 Results and Discussions of the Met Cognitive Strategies Type Questionnaire
• 4.1.1 Results of the Metacognitive Strategies Type Questionnaire
• 4.1.2 Discussions of the Metacognitive Strategies Type Questionnaire
• 4.2 Results and Discussions of the Motivation Type Questionnaire
• 4.2.1 Results of the Motivation Type Questionnaire
• 4.2.2 Discussions of the Motivation Type Questionnaire
• 4.3 Results and Discussions of the Affect Type Questionnaire
• 4.3.1 Results of the Affect Type Questionnaire
• 4.3.2 Discussions of the Affect Type Questionnaire
• 4.4 Results and Discussions of the English Test
• 4.4.1 Results of the English Test
• 4.4.2 Discussions of the English Test
• 4.5 Summary
• Chapter 5 Pedagogical Implication
• 5.1 Major Findings
• 5.2 Strategies in FFL Learning Assessment
• 5.2.1 Involving Learners in Classroom Assessment
• 5.2.2 Training of Learner’Learning Strategies
• 5.3 Creating the Basic Effective Conditions
• 5.3.1 Appropriate Teacher Behavior and Good Teacher-student Relationship
• 5.3.2 English Learners’Relation with Their Peers
• 5.3.3 A Pleasant and Supportive English Learning Atmosphere
• 5.3.4 Improve Teacher’s Teaching Method
• 5.4 Recommendations for Future Research
• 5.4.1 Limitation of the Study
• 5.4.2 Suggested Research Topics
• Conclusion
• Bibliography
• Appendix
• Acknowledgements
• 论文作者在读期间发表的学术论文目录