形成性评价提高高职生英语自主学习能力的实证研究

发布时间：2018-05-17 05:26

本文选题：高职英语教学 + 复合型评价方式　；参考：《重庆师范大学》2013年硕士论文

【摘要】：自主学习是个体根据自身需要，自觉确定学习目标、制定学习计划、恰当选择学习策略、监控学习过程、评价学习结果的过程或能力。培养学习者自主学习能力是当今世界各国教育的首要目标。大量的研究表明，具有自主学习能力的学习者的学习效率明显高于缺乏自主学习能力的学生。本研究首先对当前高职院校英语教学现状进行了深刻分析，分析指出当前高职院校在校学生英语基础普遍薄弱，自主学习意识缺乏，自主学习能力低下，这严重制约了高职英语课堂教学的有效开展。尽管近年来关于培养学习者自主学习能力的研究很多，但大多都停留在教法层面，在实践中效果并不明显。本文作者以“评价促发展”的评价观为指导，把形成性评价运用到学习自主性的培养中，试图从学生学习的某些方面着手来促进学生的自主学习。本实验研究了两个问题，它们是：形成性评价和终结性评价相结合的复合型评价方式能否提高学生的英语自主学习能力？学生英语自主学习能力的提高是否带来英语学习成绩的提高？本文作者在已研究的基础上，结合高职英语课堂教学实际，依据自主学习者特点，，运用了文献法、问卷调查法、对比实验法和访谈法等，在某高职院校开展了一学期的形成性评价实验。实验结束后通过对有关数据的统计和分析，结果作者发现实验班学生的英语自主学习能力有了显著提高，英语成绩整体上也有了一定的提高，但效果不是很明显；同时也发现以形成性评价为基础的复合型评价方式对中、低学习水平的学生英语自主学习能力影响更大。本研究最终验证了以形成性评价为基础的复合型评价方式是提高学生英语自主学习能力的有效方式，这对自主学习培养策略的研究和当前课程评价改革具有重要意义。当然，本研究只是初步探索，还有待于在教学实践中继续改进和完善。
[Abstract]:Autonomous learning is a process or ability for individuals to consciously determine learning goals, formulate learning plans, choose appropriate learning strategies, monitor learning processes, and evaluate learning outcomes according to their own needs. Cultivating learner autonomy is the primary goal of education all over the world. A large number of studies have shown that learners with autonomous learning ability have significantly higher learning efficiency than those with lack of autonomous learning ability. Firstly, the present situation of English teaching in higher vocational colleges is deeply analyzed, and it is pointed out that the English foundation of students in higher vocational colleges is generally weak, the consciousness of autonomous learning is lacking, and the ability of autonomous learning is low. This seriously restricts the effective development of English classroom teaching in higher vocational colleges. Although there are many researches on developing learner autonomy in recent years, most of them remain at the level of teaching method, and the effect is not obvious in practice. Under the guidance of the evaluation view of "evaluation for development", the author applies formative evaluation to the cultivation of learning autonomy, and attempts to promote students' autonomous learning from some aspects of students' learning. This experiment studies two questions. They are: can the combination of formative evaluation and summative evaluation improve students' English autonomous learning ability? Does the improvement of students' English autonomous learning ability lead to the improvement of English learning achievement? On the basis of the research, combined with the practice of English classroom teaching in higher vocational colleges and in accordance with the characteristics of autonomous learners, the author applies the methods of literature, questionnaire, comparative experiment and interview, etc. A formative evaluation experiment was carried out in a vocational college for one term. After the experiment, through the statistics and analysis of the relevant data, the author found that the experimental class students' English autonomous learning ability has significantly improved, the overall English achievement has also improved, but the effect is not very obvious; At the same time, it is found that the compound evaluation method based on formative evaluation has more influence on students' English autonomous learning ability with low learning level. This study finally verifies that the compound evaluation method based on formative evaluation is an effective way to improve students' English autonomous learning ability, which is of great significance to the study of autonomous learning training strategies and the current curriculum evaluation reform. Of course, this study is only a preliminary exploration, but also needs to be further improved and improved in teaching practice.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319.3;G712

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