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基于教学评一体化理念的初中英语写作教学行动探讨

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-04-01编辑:vicky点击率:673

论文字数:56966论文编号:org202303231104164821语种:英语 English地区:中国价格:$ 44

关键词:英语教学法论文范文

摘要:本文是一篇英语教学法论文,本研究以C中学为例,探讨TLA整合在英语写作教学中的有效性。尽管这项研究有助于提高学生的写作能力,但也存在一些局限性。

本文是一篇英语教学法论文,笔者认为教师访谈、预问卷和预访谈旨在探讨学生写作的现状,以确保将TLA整合应用于英语写作教学的必要性,作为本行动研究的驱动问题。

CHAPTER ONE INTRODUCTION

1.1 Research Background

Writing, one of the five basic English skills of English learning in English Curriculum Standard for Compulsory Education (Ministry of Education, 2022), is an indispensable and crucial part of English teaching in junior high schools. It is an actual language output and runs through the whole process of English teaching, aiming to train students’ ability to use language in various aspects, such as written language expression ability and thinking organization ability. However, according to the English composition scores of the Hangzhou Senior High School Entrance Examination in recent years, for the composition part with a total score of 15, the average composition scores in 2016-2019 were 8.77, 8.14, 8.55, and 8.21 respectively. So, from the writing part of these English tests, it is not difficult to find that students generally have weak writing ability. The reason is that in addition to the lack of systematic and effective writing training, the separation of writing teaching and assessment is also one of the important factors restricting the improvement of students’ writing ability. 

英语教学法论文怎么写

In English writing teaching, teachers mostly use summative assessment that ignores the writing process and pays attention to the writing results. Therefore, it is urgent to find an effective teaching method to improve students’ English composition grades. With the proposal of the TLA integration in The English Curriculum Standard for Compulsory Education (2022), the teaching mode emphasizes that assessment should be integrated into teaching and learning. It has been recognized by more and more teachers and has been deeply integrated into English classroom teaching. Furthermore, it is worth mentioning that assessment is not only teachers’ assessment, such as questions, classroom observations, and tests, etc., but also peer assessment and self-assessment.

1.2 Research Significance

1.2.1 Theoretical Significance

First of all, by summarizing the research on the TLA integration abroad and combining the existing research and the current situation at home, we can conduct local research on the TLA integration in the field of English writing teaching to enrich the theoretical experience of the TLA integration in our country.

Secondly, in the classroom teaching integrating teaching, learning, and assessment, assessment runs through the whole process of teaching and learning; therefore, the central position of students is highlighted, and the students-centered assessment view is also beneficial to change the current situation of only seeing knowledge but not students in teaching.

Thirdly, combining the characteristics of English teaching in junior high school and the TLA integration, through the design and research of English writing teaching cases integrating TLA, can provide theoretical reference for how to assess in English writing teaching and reference for English teachers to apply TLA integration to English writing teaching in junior high schools.

CHAPTER TWO LITERATURE REVIEW

2.1 Definitions

2.1.1 Teaching Assessment

Teaching assessment is a process based on teaching object论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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