档案袋在高中英语话题复习教学中的应用 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-13编辑:lgg点击率:5752
论文字数:38923论文编号:org201605051417004576语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文英语话题复习学习情况形成性评价
摘要:本文是高中英语教学论文,本研究的主要目的是尝试把档案袋运用到高三英语复习中去,力图解决话题复习中存在的问题。在研究过程中,作者探讨了怎样根据英语话题建立档案袋,以及怎样通过档案袋在英语话题复习中的运用来帮助师生解决复习中的困难。
cted over time, which reflect a student’s developmental status and progress made. According to Owings and Follo(1992), “the portfolio assessment can help students understand their strength and weakness”. So portfolio can offer more information about students’ progress and inspire them to take responsibility for their own learning. “Portfolio offers teachers vital information for diagnosing students’ strengths and weaknesses to help them improve their performance (Borthwick, 1995:24).” In conclusion, portfolio is a purposeful collection of students’ works in the process of study which can exhibit students’ authentic learning situation and provide feedback for teachers.
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1.2 Related Theories of Portfolio Assessment
Portfolio assessment has a solid theoretical base. The evaluation view of constructivism advocates that the evaluation should be carried out in the activities, tasks and performances. It provides guidance for portfolio assessment. The evaluation view of Gardner embodies the purpose of portfolio assessment and widens the ways of portfolio assessment. Constructivism learning theory promotes the learners as the center, emphasizes the learners’ subject initiative and thinks that learning is not a process in which the learners accept knowledge passively. On the contrary, learning is an active process of constructing knowledge. “The essence of constructivism is that learners actively construct their own knowledge and meaning from experiences and constructivism thinks that teaching evaluation should be performed in activities, in tasks, in performances, in negotiations, and in cooperation (Fosnot, 1996:126).” Evaluation in the activity means that the students’ academic information should be evaluated in the teaching activities. It can be formal evaluation and also can be informal in-class evaluation which can fully display the students’ personality characteristics, ability characteristics and students’ cognitive process. Constructivism requires that teaching process should be contextualized and thinks that learning should construct meaning and gain knowledge in the concrete problem context. So the students’ academic evaluation should also have a problem situation and task context.
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Chapter Three Application of Portfolio in English Topic-based Review ........... 28
3.1 Research Participants and Time .......... 28
3.2 Research Questions ........... 28
3.3 Instruments ...... 29 3.4 Resea
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