英语课堂形成性评估与学生学习态度研究

论文摘要

教学评价在外语教学中有重要的作用,从事外语教学的教师都要对教学进行评价。长期以来,书面考试这种终结性评价方式是英语教学评价的唯一方法。这一强化分数的评价方法,忽视了学生的学习过程以及他们日常的学习行为表现。许多学生因为过于关注考试成绩,出现了焦虑、自卑等消极心态。这种消极的情感态度严重影响了学生学习能力的发展。因此,改革这种评价方式势在必行。形成性评价注重学生的学习活动和任务,在了解学生需要的基础上,运用观察法、讨论法及学生学习档案等多种评价方法在教学过程中进行评价。这一评价方式发挥了学生的主动性、能动性和创造性,增强了他们的信心。本文试图检验课堂形成性评价方式与学生的英语学习态度之间存在的相关联系。本文选取了的哈尔滨师范大学二年级管理科学专业的120名学生作为研究对象,用调查分析法研究课堂评价方式变化前后学生英语学习态度的变化,研究结果支持以下假设:课堂评价方式的变化对学生英语学习的态度产生了影响,即形成性评价相对于终结性评价,能够提高学生的学习兴趣,增强自信心,避免因为过于关注考试成绩出现的焦虑、自卑感,从而培养积极的学习态度。实践表明研究评价方式对学生学习态度的影响有重要意义:通过形成性评价,将评价与教学活动相结合,激发学生良好的学习态度和动机,增强学生的自主学习能力,从而普遍提高大学英语学习质量。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 The Rationale for Studying Formative Assessment
• 1.3 An overview of Chapters
• Chapter 2 Literature Review
• 2.1 Assessment
• 2.2 Formative Assessment
• 2.2.1 Defining Formative Assessment
• 2.2.2 A Framework for Formative Assessment
• 2.3 Formative Assessment and Summative Assessment
• 2.4 Formative Assessment Methods
• 2.4.1 Observation in the Classroom
• 2.4.2 Self-assessment
• 2.4.3 Student Portfolios and Conferences
• 2.4.4 Other Assessment Methods
• 2.5 Learning Attitude
• 2.5.1 Attitude in Language Learning Context
• 2.5.2 Components of Language Learning Attitude
• 2.5.3 Attitude and Behavior
• 2.6 Relations of Formative Assessment Methods and Learning Attitude
• Chapter 3 Investigations and Analysis
• 3.1 Research Aims
• 3.2 Research Methods and Procedure
• 3.2.1 Subjects
• 3.2.2 Traditional Assessment and New Assessment Methods
• 3.2.3 Questionnaire
• 3.2.4 Procedure
• 3.3 Results and Analysis
• 3.3.1 Attitude towards EFL Learning
• 3.3.2 Attitude towards Tests
• 3.3.3 Attitude towards Learning Situation
• 3.3.4 Attitude towards Other’s Assessment
• Chapter 4 Findings and Discussions
• 4.1 Findings
• 4.1.1 Attitudinal Difference towards EFL Learning
• 4.1.2 Attitudinal Difference towards Tests
• 4.1.3 Different Attitude towards Learning Situation
• 4.1.4 Different Attitude towards Others’Assessment
• 4.2 Strategies in EFL Learning Assessment
• 4.2.1 Involving Learners in Assessment
• 4.2.2 Scheduling Assessment Activities
• 4.2.3 Special Demands on EFL Teachers
• 4.3 Difficulties in Classroom Assessment
• Chapter 5 Conclusions
• 5.1 Theoretical Implications
• 5.2 Practical Implications
• 5.3 Recommendations for Future Research
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Paper Published during Study
• Acknowledgements