形成性评价的实施对中职学生英语学习动机影响的研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-08编辑:lgg点击率:5297
论文字数:37293论文编号:org201605031908457597语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文形成性评价中职英语学习动机
摘要:本文是英语教学法论文,本文中笔者旨在揭示当前中职学校实施形成性评价过程中出现的问题及原因。同时笔者也试图通过调查结果及各种数据提出建议,从而找到破解当前形成性评价教学困境的新思路。
bsp;assess themselves although they were eager to be evaluated differently from the traditional way. Besides there are five students who thought it troublesome and time consuming to implement formative assessment, which accounted for 5%. What’s more, there were also some items about the way of students’ learning portfolios in the questionnaire. Those who deemed that learning portfolios were very useful and tended to reflect accounted for 20%. In addition those who thought that it is somewhat useful and collected some of their works into the learning portfolios are 16 students, which accounted for 53.3%. For example, Lei Xinlin, a girl from rural areas in Yibin, said: “I has never known that I can do it so well in learning English.” when she saw so many works of herself in this new term including a very fantastic English menu designed by herself.
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Conclusion
From what has been discussed above, the writer has done a self-check towards the research and tried to put forward some feasible suggestions so as to make improvement to the implementation of formative assessment in the future. As for the first research question of vocational school English teachers’ beliefs about conducting formative assessment in practice the writer collected data from the interview records as well as questionnaires so that he made the following summarization. On the one hand, they look forward to conducting formative assessment in their teaching practice since it is recommended in the newly published subject standards of Education Department. But on the other hand, a variety of difficulties and barriers are in the way to realize this great aim. First of all, the training offered in different schools and regions varies a lot. Urban areas have more relevant resource than that of the rural areas in learning latest teaching ideas. For example, there are more forums and seminars in large cities in which teachers can have more opportunities to discuss and learn the latest teaching methodologies and ideas. What’ more, the support of educational authorities varies too. Taking Chengdu city for instance, the writer found that the time and financial put into the teachers’ training was different from districts to districts through his study. In fact the frequency and level of teachers’ training causes a big gap in their capability of teaching research. Besides, the working atmosphere of each school is another crucial factor of teachers’ attitudes towards the implementation of formative assessment.
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The reference (omitted)
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