写作量规应用于高中英语写作教学的行动研究
发布时间：2022-08-12 13:48
《普通高中英语课程标准》（2017年）提出,学生既是学习的主体,也和教师一样是评价的主体。作为评价工具,英语写作量规以教师为主导,学生为主体对学生作文的内容、组织、语法结构、词汇和写作规范五个维度实施评价,并给予相应维度不同等级的描述。这一评价模式得到了国内外众多研究者的重视,并展开了大量的研究,但国内关于写作量规应用于高中英语写作教学中的实证研究还较少。因此,本研究以注意假说和元认知理论为理论基础,在广州市某中学高二年级的48名学生中展开行动研究,旨在探索写作量规对学生写作的影响以及将写作量规应用于高中英语写作教学中可行的方式。本行动研究周期为18周,分两轮进行,采用的研究工具为英语写作测试、问卷调查、学生访谈和研究者日志,旨在回答以下三个研究问题:1)在应用写作量规及其五步教学法的过程中会遇到哪些问题?2)如何解决这些问题以使写作量规的应用更加有效?3)写作量规对高中生的英语写作有何影响?在第一轮行动中,研究者发现学生作文中内容、组织和写作规范三个方面的提高比较明显,但语法结构和词汇维度成绩提高不显著;学生对写作量规的介绍环节不感兴趣;一些学生对根据写作量规进行作文的互评缺乏自信;...
【文章页数】：134 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Background Information of Rubrics
2.1.1 Definition of rubrics
2.1.2 Types of English Writing Rubrics
2.1.3 The Merits of Writing Rubrics
2.2 Theoretical Studies on Writing Rubrics at Home and Abroad
2.2.1 Theoretical Studies on Writing Rubrics Abroad
2.2.2 Theoretical Studies on Writing Rubrics at Home
2.3 Practical Studies on Writing Rubrics at Home and Abroad
2.3.1 Practical Studies on Writing Rubrics Abroad
2.3.2 Practical Studies on Writing Rubrics at Home
2.4 Gaps in the Previous Studies
Chapter Three Theoretical Foundation
3.1 The Noticing Hypothesis
3.2 The Meta-cognition Theory
3.3 Links Between the Theories and This Research
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 English writing tests
4.3.2 Questionnaires
4.3.3 Researcher’s Journal
4.3.4 Interviews
4.4 Operational Definition of Writing Performance
4.5 Research Procedure
Chapter Five Implementation of the Action Research
5.1 Problem Identification
5.2 Preliminary Investigation
5.2.1 Analysis of the English Writing Pre-test
5.2.2 Interview with the English Teacher of the Class
5.2.3 Pre-Questionnaires for Students
5.3 Problem Confirmation
5.4 Overall Planning for Two Rounds Actions
5.5 The First-round Action
5.5.1 Planning
5.5.2 Action
5.5.3 Observation
5.5.4 Reflection
5.6 The Second-round Action
5.6.1 Planning
5.6.2 Action
5.6.3 Observation
5.6.4 Reflection
5.7 Post-questionnaire and Post-test
5.7.1 Post-questionnaire
5.7.2 Post-test
5.8 Data Collection and Analysis
5.8.1 Data Collection
5.8.2 Data Analysis
Chapter Six Results and Discussion
6.1 Results
6.1.1 Results of Writing Tests
6.1.2 Results of Questionnaires
6.1.3 Results of Researcher’s Journal
6.1.4 Results of Interviews
6.2 Discussion
6.2.1 Discussion in Answer to Research Question One
6.2.2 Discussion in Answer to Research Question Two
6.2.3 Discussion in Answer to Research Question Three
Chapter Seven Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Study
7.4 Suggestions for Future Studies
References
Appendixes
Appendix Ⅰ Questionnaire Used Before and After the Action Research
Appendix Ⅱ English Writing Pre-test
Appendix Ⅲ English Writing Post-test
Appendix Ⅳ English Writing Tasks in Two Rounds Actions
Appendix Ⅴ The Interview with the English Teacher of the Class
Appendix Ⅵ The Interviews with Students
Appendix Ⅶ The Researcher’s Journals
Appendix Ⅷ The Writing Rubric Used in the First Round Action
Appendix Ⅸ The Modified Writing Rubric Used in the Second Round Action
Appendix Ⅹ Students’ Peer-assessment and Self-assessment Form
Appendix Ⅺ Students’ Reflection Diary Form
Appendix Ⅻ The Scores of English Writing Pre-test and Post-test
Appendix ⅩⅢ The Scores of Students’ Compositions in Five Dimensions inPre-test and Post-test
Appendix ⅩⅣ The Scores of Students’ Compositions in Five Dimensions in theFirst Round Action
Appendix ⅩⅤ The Scores of Students’ First Drafts and Second Drafts in FiveDimensions in the Second Round Action
Appendix ⅩⅥ The Percentage of Each Item in Pre-questionnaire
【参考文献】：
期刊论文
[1]“注意假说”视角下的二语习得输入研究[J]. 李志强,李勇忠. 西安外国语大学学报. 2019(01)
[2]评价量规在高中英语写作教学反馈环节中的设计及应用[J]. 王德美. 英语学习. 2018(01)
[3]通过同伴评价在高中英语写作教学中提高学生识错能力的研究[J]. 刘丹,周庭华. 基础外语教育. 2016(06)
[4]新型评价工具——量规运用于英语写作教学的研究综述[J]. 董婧. 海外英语. 2015(16)
[5]以促进学习为目的的英语写作评价工具——评价量规（rubric）简介[J]. 谭思坦. 大学英语(学术版). 2014(01)
[6]初中英语作文评改中“量规”的引入及实施策略[J]. 汪辰静. 教学与管理. 2014(04)
[7]课堂即时形成性评估研究述评:思考与建议[J]. 杨华,文秋芳. 外语教学理论与实践. 2013(03)
[8]英语学科作文分析式评分量规及其研制[J]. 罗晓杰,曾家延,董方圆. 课程·教材·教法. 2010(12)
[9]基于评分规则的作文自评研究需要关注的问题[J]. 夏雷震. 基础教育课程. 2010(05)
[10]大学英语阅读与写作教学评价量规的制定与应用[J]. 段春明,杨芹. 中国电力教育. 2009(12)
硕士论文
[1]基于量规的评估在大学英语写作中的应用[D]. 赵志霞.西北师范大学 2016
[2]量规在高中英语写作教学中的应用研究[D]. 张淑美.福建师范大学 2016
[3]美国、加拿大写作评价标准初探[D]. 高丽娜.浙江师范大学 2011
本文编号：3675989
【文章页数】：134 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Background Information of Rubrics
2.1.1 Definition of rubrics
2.1.2 Types of English Writing Rubrics
2.1.3 The Merits of Writing Rubrics
2.2 Theoretical Studies on Writing Rubrics at Home and Abroad
2.2.1 Theoretical Studies on Writing Rubrics Abroad
2.2.2 Theoretical Studies on Writing Rubrics at Home
2.3 Practical Studies on Writing Rubrics at Home and Abroad
2.3.1 Practical Studies on Writing Rubrics Abroad
2.3.2 Practical Studies on Writing Rubrics at Home
2.4 Gaps in the Previous Studies
Chapter Three Theoretical Foundation
3.1 The Noticing Hypothesis
3.2 The Meta-cognition Theory
3.3 Links Between the Theories and This Research
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 English writing tests
4.3.2 Questionnaires
4.3.3 Researcher’s Journal
4.3.4 Interviews
4.4 Operational Definition of Writing Performance
4.5 Research Procedure
Chapter Five Implementation of the Action Research
5.1 Problem Identification
5.2 Preliminary Investigation
5.2.1 Analysis of the English Writing Pre-test
5.2.2 Interview with the English Teacher of the Class
5.2.3 Pre-Questionnaires for Students
5.3 Problem Confirmation
5.4 Overall Planning for Two Rounds Actions
5.5 The First-round Action
5.5.1 Planning
5.5.2 Action
5.5.3 Observation
5.5.4 Reflection
5.6 The Second-round Action
5.6.1 Planning
5.6.2 Action
5.6.3 Observation
5.6.4 Reflection
5.7 Post-questionnaire and Post-test
5.7.1 Post-questionnaire
5.7.2 Post-test
5.8 Data Collection and Analysis
5.8.1 Data Collection
5.8.2 Data Analysis
Chapter Six Results and Discussion
6.1 Results
6.1.1 Results of Writing Tests
6.1.2 Results of Questionnaires
6.1.3 Results of Researcher’s Journal
6.1.4 Results of Interviews
6.2 Discussion
6.2.1 Discussion in Answer to Research Question One
6.2.2 Discussion in Answer to Research Question Two
6.2.3 Discussion in Answer to Research Question Three
Chapter Seven Conclusion
7.1 Major Findings
7.2 Pedagogical Implications
7.3 Limitations of the Study
7.4 Suggestions for Future Studies
References
Appendixes
Appendix Ⅰ Questionnaire Used Before and After the Action Research
Appendix Ⅱ English Writing Pre-test
Appendix Ⅲ English Writing Post-test
Appendix Ⅳ English Writing Tasks in Two Rounds Actions
Appendix Ⅴ The Interview with the English Teacher of the Class
Appendix Ⅵ The Interviews with Students
Appendix Ⅶ The Researcher’s Journals
Appendix Ⅷ The Writing Rubric Used in the First Round Action
Appendix Ⅸ The Modified Writing Rubric Used in the Second Round Action
Appendix Ⅹ Students’ Peer-assessment and Self-assessment Form
Appendix Ⅺ Students’ Reflection Diary Form
Appendix Ⅻ The Scores of English Writing Pre-test and Post-test
Appendix ⅩⅢ The Scores of Students’ Compositions in Five Dimensions inPre-test and Post-test
Appendix ⅩⅣ The Scores of Students’ Compositions in Five Dimensions in theFirst Round Action
Appendix ⅩⅤ The Scores of Students’ First Drafts and Second Drafts in FiveDimensions in the Second Round Action
Appendix ⅩⅥ The Percentage of Each Item in Pre-questionnaire
【参考文献】：
期刊论文
[1]“注意假说”视角下的二语习得输入研究[J]. 李志强,李勇忠. 西安外国语大学学报. 2019(01)
[2]评价量规在高中英语写作教学反馈环节中的设计及应用[J]. 王德美. 英语学习. 2018(01)
[3]通过同伴评价在高中英语写作教学中提高学生识错能力的研究[J]. 刘丹,周庭华. 基础外语教育. 2016(06)
[4]新型评价工具——量规运用于英语写作教学的研究综述[J]. 董婧. 海外英语. 2015(16)
[5]以促进学习为目的的英语写作评价工具——评价量规（rubric）简介[J]. 谭思坦. 大学英语(学术版). 2014(01)
[6]初中英语作文评改中“量规”的引入及实施策略[J]. 汪辰静. 教学与管理. 2014(04)
[7]课堂即时形成性评估研究述评:思考与建议[J]. 杨华,文秋芳. 外语教学理论与实践. 2013(03)
[8]英语学科作文分析式评分量规及其研制[J]. 罗晓杰,曾家延,董方圆. 课程·教材·教法. 2010(12)
[9]基于评分规则的作文自评研究需要关注的问题[J]. 夏雷震. 基础教育课程. 2010(05)
[10]大学英语阅读与写作教学评价量规的制定与应用[J]. 段春明,杨芹. 中国电力教育. 2009(12)
硕士论文
[1]基于量规的评估在大学英语写作中的应用[D]. 赵志霞.西北师范大学 2016
[2]量规在高中英语写作教学中的应用研究[D]. 张淑美.福建师范大学 2016
[3]美国、加拿大写作评价标准初探[D]. 高丽娜.浙江师范大学 2011
本文编号：3675989
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