形成性课堂评估在中国大学非英语专业博士研究生英语科技论文写作中的应用

发布时间：2017-04-23 11:00

本文关键词：形成性课堂评估在中国大学非英语专业博士研究生英语科技论文写作中的应用，由笔耕文化传播整理发布。

【摘要】： 本论文通过两次实验来研究(1)形成性课堂评估在非英语专业博士研究生英语科技论文写作(EATW)教学中的应用,(2)对比研究在教学过程中采用不同的反馈所产生的不同教学效果,并试图探讨(3)在EATW教学中,采用何种反馈才能使形成性课堂评估在其教学中起到更优的效果。本研究的独创性体现在两方面:一是将形成性课堂评估运用到非英语专业博士研究生英语科技论文写作中;一是通过对比两次实验研究,探讨形成性课堂评估在英语科技论文写作教学中起到的效果。实验采用给予不同的反馈依据、学习相同教学内容的两个级别各32名非英语专业博士研究生为研究对象,设置为控制组和参照组。调查方法包括前测、后测、反馈、自评他评和问卷调查,并量化定性数据,通过这些方法所得到的数据采用SPSS和Excel软件进行分析。研究结果表明:(1)形成性课堂评估对于EATW的教学有积极影响,(2)在应用形成性课堂评估过程中依据一定的标准给予反馈取得的教学效果更佳,同时(3)不同程度的促进了师生互动和学生之间的交流性学习。此成果有助于研究形成性课堂评估在EATW教学中的应用,也可以为进一步研究形成性课堂评估在其他领域的应用提供一定参考。
【关键词】：形成性课堂评估 反馈自评他评
【学位授予单位】：北京林业大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H319
【目录】：

摘要3-4
ABSTRACT4-5
CONTENTS5-7
CHAPTER 1 INTRODUCTION7-10
1.1 Overview of the research background7
1.2 Significance of the research7-8
1.3 Overall structure of the thesis8-10
CHAPTER 2 LITERATURE REVIEW10-30
2.1 Evaluation and assessment10-14
2.1.1 Evaluation10-11
2.1.2 Assessment11-12
2.1.3 The relationship between evaluation and assessment12-14
2.1.3.1 Distinctions between evaluation and assessment12-13
2.1.3.2 Relationship between evaluation and assessment13-14
2.2 Categorization of assessment14-15
2.3 Formative assessment15-23
2.3.1 Definitions of formative assessment15-17
2.3.2 Principles of formative assessment17-18
2.3.3 Roles of formative assessment18-19
2.3.4 Methods of formative assessment19-22
2.3.4.1 Feedback19-20
2.3.4.2 Self and peer assessments20-21
2.3.4.3 Portfolios21-22
2.3.5 Roles of the teacher and students in formative assessment22-23
2.4 Literature review of formative assessment in language teaching23-29
2.4.1 Foreign researches on formative assessment23-27
2.4.2 Domestic researches on formative assessment27-29
2.5 English academic thesis writing29-30
CHAPTER 3 METHODOLOGY30-36
3.1 Subjects30-31
3.2 Instruments31-34
3.3 Data collection and analysis34-36
CHAPTER 4 RESULTS AND DISCUSSION36-60
4.1 Results analysis of the tests and assignments36-44
4.1.1 Comparison of pre-tests between CG and EG36
4.1.2 Comparison of 8 or 9-times assignments between CG and EG36-43
4.1.3 Comparison of pre-test and posttest in the CG43
4.1.4 Comparison of pre-test and posttest in the EG43-44
4.1.5 Comparison of posttests between CG and EG44
4.2 Analysis of the self-and peer assessment tables44-47
4.3 Results analysis of the questionnaires47-60
4.3.1 Research on feedback47-50
4.3.1.1 Research on the given feedback47-48
4.3.1.2 Research on the obtained feedback48-50
4.3.2 Research on self-and peer assessments50-60
4.3.2.1 Research on the effects of self-and peer assessment50-52
4.3.2.2 Research on merits and defects recognized by self-and peer assessments52-55
4.3.2.3 Research on the improvements or defects55-60
CHAPTER 5 CONCLUSION60-65
5.1 Major findings60-62
5.2 Limitations and suggestions62-63
5.3 Implications63-65
5.3.1 Implications to teachers63
5.3.2 Implications to students63-64
5.3.3 Implications to teaching and learning64-65
REFERENCES65-70
APPENDIX 170-72
APPENDIX 272-78
个人简介78-79
导师简介79-80
获得成果目录清单80-81
ACKNOWLEDGEMENT81