形成性评价在个性化英语学习课堂中对自主学习影响

从相关文献中可知,形成性评价对学生学习过程的激励、监视和调整作用已经成为公认的事实。在过去的几十年里,形成性评价与其他领域的关系问题得到了广泛的研究,然而,在个性化教学的环境下研究形成性评价对自主学习的影响仍然是一项创新之举。本论文围绕在南开大学开设的一门为期半年的名为“个性化英语学习”的实验课程展开,共有一个研究小组(包括1名教师和2名助教)和作为研究对象的26位英语专业本科生介入其中。这项研究旨在探索在个性化学习课程中应用形成性评价对培养学生自主学习能力的影响。学生们在选择兴趣、学习计划、学习材料、学习方法等方面均享有高度的自主权,教师通过形成性评价对学生的学习过程进行适当干涉,使用到的形成性评价工具有反馈、学习记录、月反馈、展示、讨论、访谈、调查问卷等。在研究过程中收集了大量的定性数据和定量数据。根据数据分析而得出的研究发现包括：(1)学生在英语阅读输入、翻译与写作输出、批判性思维活动、时间投入和自我评价等方面的结果；(2)学生的语言成就和非语言成就；(3)学生在个性化学习过程中碰到的困难；(4)形成性评价在确定兴趣和制定学习计划、解决问题、学习动机、创造力、以及错误纠正等方面产生的影响。除此之外,该研究中存在的缺陷包括：较短的实验时间、数据不足、和访谈不够充分等。【关键词】：自主学习形成性评价个性化英语教学
【论文提纲】：摘要5-6Abstract6-9ChapterⅠResearchOrientation9-131.1PurposeofResearch9-101.2ResearchBackground10-121.3ThesisOrganization12-13ChapterⅡLiteratureReview13-372.1AutonomousLearning13-202.1.1DefinitionsofAutonomousLearning14-162.1.2CharacteristicsofAutonomousLearners16-182.1.3AutonomousLearningandMotivation18-202.2FormativeAssesent20-252.2.1IntroductiontoEducationAssesent20-222.2.2ComparisonbetweenSummativeandFormativeAssesent22-242.2.3FormativeAssesentandAutonomousLearning24-252.3IndividualizedInstructionandLearning25-302.3.1IntroductiontoIndividualizedInstructionandLearrning25-282.3.2IndividualizedLearningandCooperativeLearning28-292.3.3IndividualizedLearningandInterest29-302.4Rationaleforcombingthethreeelementsofautonomouslearning,formativeassesentandindividualizedlearninginonestudy30-362.4.1SharedTheoreticalBackground31-332.4.2SharedObjective332.4.3SharedInstruments33-342.4.4SimilarSituationofStudy34-362.5Summary36-37ChapterⅢResearchMethodology37-553.1ResearchQuestions373.2ResearchDesign37-543.2.1Introductiontotheresearch37-393.2.2Participants393.2.3InstrumentsandDataCollection39-443.2.4ResearchProcedures44-543.2.4.1StepⅠ:InstructiononIELConceptsandRequirements45-493.2.4.2StepⅡ:SigninganAgreement493.2.4.3StepⅢ:ImplementingFormativeAssesent49-543.3DataAnalysis54-55ChapterⅣResult1:Students’AutonomousLearningResults,Achievements,andDiffculties55-804.1ResultromStudents'LearningRecords55-644.1.1Students’ReportedInputfromEnglishMaterialsReading56-574.1.2Students’ReportedOutput57-594.1.3CriticalThinkingActivities59-604.1.4TimeInvestmentonIEL60-624.1.5Students’Self-assesent62-644.1.6Sub-sectionSummary644.2Students’IELAchievements64-744.2.1LinguisticAchievements64-704.2.2Non-linguisticAchievements70-744.2.2.1InterestDevelopment70-714.2.2.2DoingPresentations714.2.2.3ComputerSkills71-724.2.2.4CognitiveAchievements72-734.2.2.5OtherSkills73-744.3DifficultiesandProblemsinIEL74-794.3.1LearningMaterialsProblem74-754.3.2TimeProblem75-774.3.3VocabularyProblem774.3.4PoorComputerSkills77-784.3.5MemoryProblem78-794.4Discussion79-80ChapterⅤResult2:ImpactsofFormativeAssesentonAutonomousLearning80-985.1ImpactsofFormativeAssesentonDeterminingInterestsandMakingPlans80-875.1.1ImpactofFormativeAssesentonDeterminingInterests80-845.1.2ImpactofFormativeAssesentonMakingPlans84-865.1.3Sub-sectionSummary86-875.2ImpactsofFormativeAssesentonProblem-solving87-925.2.1Problem-solvingonLearningMaterials87-885.2.2Problem-solvingonLearningSpeed88-895.2.roblem-solvingonTranslation89-905.2.4Problem-solvingonVocabulary90-915.2.5ExplanationofCertainItems91-925.3ImpactsofFormativeAssesentonMotivation92-945.3.1Interest-driven92-935.3.2Evaluation-driven93-945.3.resentation-driven945.4ImpactofFormativeAssesentonCreativity94-955.5ImpactofFormativeAssesentonCorrection95-965.6Summary96-98ChapterⅥConclusion98-1036.1MainFindings98-996.2ImplicationorEFLeducation99-1006.3LimitationsoftheStudyandDirectionstoFutureResearch100-1016.4SummativeConclusion101-103References103-108Acknowledgements108-109Appendix109-110