动态评估对初中英语阅读能力的影响

发布时间：2021-10-04 22:13

　　我国对于中学生阅读能力的评价多年来过多的局限于传统的、注重学习结果的静态评价,忽视了对学习过程的评价,这在一定程度上阻碍了学生学习潜能的发展,也无法满足中学生的学习需求,导致他们的英语阅读能力较差。因此,本文尝试使用动态评价,旨在把动态评价应用到初中英语阅读课堂中,探索动态评价对初中学生英语阅读能力的影响,探讨适用于英语阅读的动态评估教学模式,以此作为对静态评估教学模式的一种补充。本实验是在借鉴以往动态评价研究的基础上所做的有关初中生英语阅读能力的实证研究。本研究主要回答一下两个问题:（1）与静态评估相比较动态评估是否能更好的提高初中生的英语阅读能力?（2）动态评估有助于改变学生对阅读的态度吗?本实验选取了秦安县初三两个班共90名学生为对象,两个班均为平行班,分实验班和控制班进行研究。笔者在文献研究的基础上整合国外动态评价模式的优点,结合初中生的特点,采用“前测—调节—后测”的干预式动态评价研究范式,进行了为期8周的研究。实验过程包括三个阶段,第一阶段为准备阶段,在两个班都进行了前测,在实验班进行了前问卷调查以及访谈。目的是了解实验前两个班学生的英语阅读水平,以及实验班学生的英语阅读兴... 

【文章来源】：西北师范大学甘肃省

【文章页数】：79 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Research Significance
Chapter 2 Literature Review
    2.1 Introduction to Dynamic Assessment
        2.1.1 Definition of Dynamic Assessment
        2.1.2 Dynamic Assessment and Static Assessment
    2.2 Dynamic Assessment Formats and Approaches
        2.2.1 Interventionist and Interactionist Approaches to Dynamic Assessment
    2.3 Studies on Interventionist Approach of Dynamic Assessment
        2.3.1 Studies of Interventionist Approach to Dynamic Assessment Abroad
        2.3.2 Studies of Interventionist Approach of Dynamic Assessment at Home
    2.4 English Reading Ability
    2.5 Summary
Chapter 3 Theoretical Framework
    3.1 Vygotsky’s Sociocultural Theory, Mediation and Zone of Proximal Development
    3.2 Reuven Feuerstein’s Structural Cognitive Modifiability and Mediated Learning Experience
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Structured Interviews
        4.3.3 Pre-test and Post-test
    4.4 Research Procedures
        4.4.1 Pre-questionnaire
        4.4.2 Pre-test and Interview
        4.4.3 Applying Dynamic Assessment to Teaching
        4.4.4 Post-test
        4.4.5 Post-questionnaire
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 Results and Analysis
        5.1.1 Results and Analysis of Pre-test
        5.1.2 Results and Analysis of Post-test
        5.1.3 The Results of the Scores of EC and CC in Pre-test and Post-test
        5.1.4 The Results of Dynamic Assessment on Reading Ability
        5.1.5 The Results of the Questionnaire
        5.1.6 The Results of the Interview
    5.2 Discussion
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
References
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Pre-test Paper
Appendix Ⅳ Pre-mediation-test
Appendix Ⅴ Post-test Paper
Appendix Ⅵ Post-test Paper
Acknowledgements



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