形成性评价在高中英语教学中的应用研究
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2017-04-21编辑:lgg点击率:5039
论文字数:38546论文编号:org201704211852391075语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文高中英语教学与学习形成性评价应用研究
摘要:本文是高中英语教学论文,本研究以潍坊中学高一的两个班级 108 人为研究对象,其中实验班 55 人,对照班 53 人,在实验过程中,实验班在教学过程中,针对语言知识与技能、学习兴趣态度和学习策略三个方面采取形成性评价,在对照班主要采用原来的终结性评价方法。
Chapter One Introduction
1.1 Necessity for the Study
For a long term, evaluation methods in senior high school English teaching of Chinafall on summative
Assessment, in which the student’s academic achievement acts as the ultimate criterion, therefore it puts too much emphasis on the role of test scores.In this situation, motivation and purpose for students’ English learning is mainly to deal with the examination. This kind of motivation and purpose is obviously not conducive to stimulate students' English learning enthusiasm, nor to the development of interest in English learning; as a result,itisunable to cultivate students' autonomous learning abilityfor English. So they have deviated from the tasks, ideas, and aim that high school English curriculum standards appeals for high school English teaching. The New High School English Curriculum Standards in its basic concept puts forward: 'Evaluation is an important part of the English curriculum evaluation system which consists of formative
Assessment and summative assessment.Scientific evaluation system is an important guarantee to achieving the objectives of the course. The combination of formative evaluation and summative multivariate evaluation system has become the major goal of the new curriculum evaluation reform.' (Ministry of
Education, 2003: 3).
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1.2 General Description of the Study
In this study, the author systematicallystudies the relevant information and research results of the formative assessment at home and abroadand basically grasps the essential concept,theoretical basis, main characteristics and the research trend of formative assessment both at home and abroad.In this research, the participants are 108 students of Class One and Class Two of Grade One in Weifang Middle School taught by the author herself, among whom Class One serves as the experimental classes with 55 students, Class Two ascontrol class, with 53students. In the experimental process, the experimental class takes formative assessment and the control class uses the original summative assessment method. By the teaching experiment, the study analyzes whether formative assessment can enhance students' language knowledge and skills, can change the attitude of students’ learning English, can improve students' interest in learning; can promote students to master effective learning strategies; andcan enhance students' autonomous learning ability. The author mainly adopts the literature review method, experimental method, questionnaire survey method, classroom obser
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