形成性评价的实施对中职学生英语学习动机影响的研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-08编辑:lgg点击率:5290
论文字数:37293论文编号:org201605031908457597语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文形成性评价中职英语学习动机
摘要:本文是英语教学法论文,本文中笔者旨在揭示当前中职学校实施形成性评价过程中出现的问题及原因。同时笔者也试图通过调查结果及各种数据提出建议,从而找到破解当前形成性评价教学困境的新思路。
Chapter One Introduction
1.1 Research background
No teaching activity can exist without teaching
Assessment. Assessing student learning is routine in schools. However our evaluation upon vocational students’ English level has mainly been decided by the score of an examination paper with a deep influence in mind ever since the ancient times. With the influence of traditional concept, we judge whether a student is successful or not simply by their scores in such important exams as national college entrance examination. Under the examination-oriented
Education system summative evaluation has for some time played a significant role in the
history. Recently, the effectiveness of many longstanding practices has been questioned. It may be true, as Marzano maintained,
Assessment is the “Vehicles for gathering information about students’ achievement or behavior” (12). Then national English curriculum, which advocates the utilization of formative assessment, was carried out three years ago. Such assessment reform has also been conducted in the author’s school since 2010. However there are still so many hinders in the implementation of formative assessment in secondary vocational schools.
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1.2 Purpose of the study
The NECS (new English curriculum standards) has emphasized that the important position of formative assessment in English teaching of secondary vocational schools. What’s more, it also advocates teachers to integrate all teaching resources in secondary vocational schools and fund an assessment system based on the career capabilities. Since cultural subjects like English shall serve for professional courses. Besides such moral objectives as cooperative consciousness and professional ethics is supposed to be integrated into the English lessons. While formative assessment belongs to evaluation in process and focus more upon the emotional factors of students during the learning process, such as their attitudes and mutual communication. Interaction among students and that between teachers and students helps to activate the potential ability of their self study. However the result of its implementation in vocational schools is not good because of teachers’ various attitudes and other factors. So to know and analyze its actual influence towards students’ study motivation seems crucial and necessary for the effective implementation. As what has been mentioned above to identify the factors which prevent vocational school teachers from executing formative assessment seems necessary to solve the recent problems. Additionally another problem needs solving if we want to have an e
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