自我评价提高高一学生英语阅读能力实验探讨
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阅读能力是英语学习者要求掌握的四种基本技能之一,而在传统的阅读教学中,多以教师讲解、学生记笔记为主,学生未能介入阅读教学活动中来,原因在于目前的英语阅读教学评价方式多依靠于终结性评价,这种评价方式不易于激发学生学习的积极性、主动性。形成性评价正是相对于传统的评价方式的弊端而提出来的,它更注重学生的学习过程,目的在于激发学生的学习兴趣,培养学生良好的学习策略,变被动为主动。自我评价作为形成性评价的重要组成部分,在学习者的阅读过程只尤为重要,由于它可以极大地提高英语阅读的兴趣和能力,从而提升了英语阅读的有效率。基于以上理论,本文作者对117名于2008年进入内蒙古海拉尔二中的高一学生进行研究,本文力求通过运用自我评价来分析形成性评价在英语阅读教学中的有效率。从而将形成性评价的方法理论融入学生的学习过程中,并证实在阅读课的教学中运用该评价方式来提高学生的阅读能力是公道的、可行的。对于如何在高一英语阅读教学中实施形成性评价,进行了探讨和实验研究.对实验结果进行了统计与分析后,证实了在英语阅读教学中实施该评价卓有成效.【关键词】：英语阅读形成性评价自我评价阅读能力
【论文提纲】：CHINESEABSTRACT5-6ENGLISHABSTRACT6-9ChapterⅠIntroduction9-111.1TheSignificanceofthisthesis91.2TheStructureofthisthesis9-11ChapterⅡLiteratureReview11-212.1CurrentSituationofEnglishReadingInstructionandinChineseMiddleSchools11-122.2NewTrendsinReadingInstructionandAssesentbytheNewCurriculumStandards122.3NatureofReading12-132.4GeneralOverviewoftheAssesent13-152.4.1ReviewofAssesentDevelopment13-142.4.2FormativeAssesent142.4.3TypesofFormativeAssesent14-152.5self-assesent15-162.5.1Thedefinitionsofself-assesent152.5.2Principles15-162.6Relevanttheories16-202.6.1Humanisticpsychologistperspectiveonself-assesent16-172.6.2Themetacognitionperspectiveonself-assesent17-182.6.3Thesociallearningtheory18-192.6.4Constructiviperspectiveonself-assesent19-202.7Theimportanceofstudentself-assesent20-21ChapterⅢResearchDesign21-273.1Researchhypotheses213.2Researchmethod21-243.2.1Researchvariables21-223.2.2Theguidingprincipleofthestudy223.2.3Subjectsofthestudy22-233.2.4Instrumentsofthestudy23-243.2.4.1Aboutthetest233.2.4.2Aboutthequestionnaires23-243.2.4.3TheoutlineoftheinterviewwithEnglishteacher243.2.4.4Abouttheself-assesentpractice243.3Theproceduresofthestudy24-253.4Data-collection25-27ChapterⅣResultsandDiscussion27-334.1Theresultsofthereadingcomprehensiontests27-294.1.1Theanalysisofthereliabilityandofthetest274.1.2Theanalysisoftheresultsofthetwogroupinthetwotests27-294.2TheresultofthequestionnaireonReadingStrategyUse29-304.3Analysisofthepre-testandpost-test30-314.4Findings314.5Discussions31-33ChapterⅤConclusionsandImplications33-365.1Conclusions335.2Implications33-345.3.Limitations34-355.4Suggestions35-36References36-38AppendixⅠReadingComprehensionTest38-44AppendixⅡQuestionnaireonEnglishReadingStrategyUse44
【论文提纲】：CHINESEABSTRACT5-6ENGLISHABSTRACT6-9ChapterⅠIntroduction9-111.1TheSignificanceofthisthesis91.2TheStructureofthisthesis9-11ChapterⅡLiteratureReview11-212.1CurrentSituationofEnglishReadingInstructionandinChineseMiddleSchools11-122.2NewTrendsinReadingInstructionandAssesentbytheNewCurriculumStandards122.3NatureofReading12-132.4GeneralOverviewoftheAssesent13-152.4.1ReviewofAssesentDevelopment13-142.4.2FormativeAssesent142.4.3TypesofFormativeAssesent14-152.5self-assesent15-162.5.1Thedefinitionsofself-assesent152.5.2Principles15-162.6Relevanttheories16-202.6.1Humanisticpsychologistperspectiveonself-assesent16-172.6.2Themetacognitionperspectiveonself-assesent17-182.6.3Thesociallearningtheory18-192.6.4Constructiviperspectiveonself-assesent19-202.7Theimportanceofstudentself-assesent20-21ChapterⅢResearchDesign21-273.1Researchhypotheses213.2Researchmethod21-243.2.1Researchvariables21-223.2.2Theguidingprincipleofthestudy223.2.3Subjectsofthestudy22-233.2.4Instrumentsofthestudy23-243.2.4.1Aboutthetest233.2.4.2Aboutthequestionnaires23-243.2.4.3TheoutlineoftheinterviewwithEnglishteacher243.2.4.4Abouttheself-assesentpractice243.3Theproceduresofthestudy24-253.4Data-collection25-27ChapterⅣResultsandDiscussion27-334.1Theresultsofthereadingcomprehensiontests27-294.1.1Theanalysisofthereliabilityandofthetest274.1.2Theanalysisoftheresultsofthetwogroupinthetwotests27-294.2TheresultofthequestionnaireonReadingStrategyUse29-304.3Analysisofthepre-testandpost-test30-314.4Findings314.5Discussions31-33ChapterⅤConclusionsandImplications33-365.1Conclusions335.2Implications33-345.3.Limitations34-355.4Suggestions35-36References36-38AppendixⅠReadingComprehensionTest38-44AppendixⅡQuestionnaireonEnglishReadingStrategyUse44
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