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英语学习档案——学生发展的连续体

文章聚焦2003学年在浙江省苍南中学高一(3)和高一(4)共103名新生(女42,男61)参与历时36周的高中英语学习档案评估模式初步研究.该研究在《普通高中英语新课程标准(实验)》环境下,基于现代认知"建构主义"学习理论,应用学习档案形成性评价和终结性评价相结合的评价模式,是对传统学习评价制度的革新和挑战,是高中新课程标准的直接体现.文章主要运用文献资料法、自然教学实验法、介绍了学习档案的由来及其该研究的相关背景,详细阐述了建立学生学习档案评价过程学习的理论及内涵,分析了学生学习档案中学习作业的特点及其评价体系建构程序.文章主要采取... 文章聚焦2003学年在浙江省苍南中学高一(3)和高一(4)共103名新生(女42,男61)参与历时36周的高中英语学习档案评估模式初步研究.该研究在《普通高中英语新课程标准(实验)》环境下,基于现代认知"建构主义"学习理论,应用学习档案形成性评价和终结性评价相结合的评价模式,是对传统学习评价制度的革新和挑战,是高中新课程标准的直接体现.文章主要运用文献资料法、自然教学实验法、介绍了学习档案的由来及其该研究的相关背景,详细阐述了建立学生学习档案评价过程学习的理论及内涵,分析了学生学习档案中学习作业的特点及其评价体系建构程序.文章主要采取叙述性思想方法,通过学生学习日志、反思性报告、课堂观察、访谈和问卷调查等手段收集相关数据呈现该学习档案评估模式给学生的英语学习行为带来的一系列积极变化,尤其是学生对目标语学习的情感因素,如学习动机、责任感、成就感、自我反思意识、学习兴趣和态度等方面的可喜进步.实践证明:通过建立学生英语学习档案及其相配套的评估模式,密切关注英语学习过程,有助于增强学生语言学习的过程意识和及时自我反思意识,有助于调动和激发学生对目标语的积极情感因素,有助于学生学会自主学习.同时,通过关注学生学习过程,教师能及时得到教学反馈,有助于改进教学,提高工作效率,促进教师专业发展.学习档案作为学生与教师、教师与家长、学生与家长之间互动的载体有助于发挥教师、学生、家长"三位一体"教育模式的潜在强大功能.然而,现阶段在高中阶段大力实施英语学习档案夹评估模式,但依然面临诸多限制.这些限制主要来自现行传统终结性评价为主导的学生学习评价制度的挑战,应试教育的负面影响,尤其是传统高考模式的压力.面对高中阶段许多学校依然打着素质教育的幌子大搞应试教育而导致学生课业负担过重、时间紧、疲于应付各学科考试因而没有多少自主学习空间的现状,如何建立一个科学、动态、个性化、可操作性强的,同时又能兼顾评价的信度和效度的高中英语学习档案评估模式依然是个很有挑战性的课题.当然,困难和挑战并不能成为放弃改善学生学习评价制度的理由.相反,在大力提倡素质教育和自主学习的今天,采用学习档案模式评价学生的过程学习对培养反思型自主学习者魅力无穷.它将必然招来更多研究者的目光.

目录概览

英语学习档案——学生发展的连续体 目次

封面

文摘

英文文摘

Acknowledgements

Dedication

1: Introduction

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2: The Assessment Innovation in the New Curriculum

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2.1 The problems with a conventional approach to assessment

2.1.1 My experience in traditional assessment and evaluation

2.1.2 Calling for changes

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3: Relevant Literature Review

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3.1 Perspectives on portfolios

3.1.1 Defining a student portfolio

3.1.2 Types of student portfolios

3.1.3 Purposes for employing student portfolios

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3.2 Brief history of portfolio

3.2.1 Origin of portfolio

3.2.2 Relative research abroad

3.2.3 Portfolios in English learning of Chinese contexts

3.2.4 The pros and cons of portfolios

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4: Understanding Portfolio Assessment

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4.1 The basis for implementing portfolio assessment

4.1.1 Cognitive views towards learning

4.1.2 Effects of affective variables on language learning

4.1.3 Triggering learning via reflection

4.1.4 The value of assessment and evaluation in education

4.1.5 The place of assessment in the new curriculum for SEFC

4.1.6 The course objectives on which portfolio assessment is based

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4.2 Issues arising from portfolio assessment and evaluation

4.2.1 Learner pre-training

4.2.2 From working portfolios to showcase portfolios

4.2.3 Portfolio con ference

4.2.4 A framework of portfolio with possible judgment criteria

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5: Research Design and Methodology

5.1 Subjects

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5.2 Rationale for selected research method

5.2. l Combining qualitative research and quantitative research

5.2.2 Narrative

5.2.3 Justification for case study

5.2.4 Action research

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5.3 Data collection and representation

5.3.1 Data collection

5.3.2 Data representation

5.4 Research procedures

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6: Results and Analysis

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6.1 Predominant features with assignments in student portfolios

6.1.1 Authenticity

6.1.2 Cooperative learning

6.1.3 Viability

6.1.4 Open-endedness

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6.2 Discussing benefits of portfolio

6.2.1 Intrinsic motivation

6.2.2 Responsibility and ownership

6.2.3 Self-efficacy

6.2.4 Interest in English

6.2.5 Awareness of independence

6.2.6 Self- reflection

6.2.7 Self-monitoring

6.2.8 Critical thinking

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6.3 Challenges and problems

6.3.1 Time pressure

6.3.2 Threat from the reality of the current student assessment system

6.4 Limitations with this research

6.5 Suggestions for further study

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7: Implications and Conclusions

7.1 Implications

7.2 Conclusions

Bibliography

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Appendices

Appendix 1 A table of contents of working portfolios

Appendix 2 A table of contents of showcase portfolios and its judgment

Appendix 3 A Sample of learner log: self-reflection on Unit 18 of Book 1 for SEFC

Appendix 4 A questionnaire on the benefits of portfolio assessment

Appendix 5 A letter to student's parents

Publications in the MA program

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