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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-08-20编辑:vicky点击率:36
论文字数:48666论文编号:org202408181441165415语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇高中英语教学论文,本研究表明动态评价理论视角下,将多元反馈模式应用于高中英语写作教学为高中英语教师写作教学提供了新的方法和视角。它能充分发挥学生的主体地位,增强学生的写作积极性,并通过多稿写作和反复修改帮助学生提高写作成绩,培养其自主学习的能力。
本文是一篇高中英语教学论文,本研究主要发现如下:首先,通过对测试卷前测和后测结果的分析,实验班的写作成绩与对照班在实验后的写作成绩有显著差异。可以得出,基于动态评价的多元反馈模式对学生英语写作成绩的提高有着积极的作用。
Chapter One Introduction
1.1 Research background
Writing,as one of the five major language skills,is an important expressive skill.English writing is the key and difficult point of English learning for senior high schoolstudents.Shanxi Province has adopted the new National College Entrance Examinationpaper since 2023,emphasizing the cultivation of students’core competence in Englishsubjects.The score of English writing is taking an increasing proportion in the English test.It can be seen that the requirements for students’written English expression areincreasingly high in the current era.
Beyond that,National English Curriculum Standards for General Senior HighSchool(2017 Edition)(hereinafter referred to as the curriculum standards)contains adescription as follows:“Teaching evaluation is an important part of English curriculum.Its purpose is to promote English learning,improve English teaching,perfect curriculumdesign,and monitor academic quality.A scientific evaluation system is an importantguarantee for the realization of curriculum objectives.It is very important to adoptscientific and reasonable evaluation methods to effectively monitor the teaching processand timely detect the teaching effect.”Through evaluation,students can constantlyexperience progress,recognize themselves,and build confidence in the process of Englishlearning,so as to promote the comprehensive development of students’core competencein English.In summary,the curriculum standards constantly emphasize that writingAssessment should be dynamic,interactive,diverse and developmental.It is hoped that inthe process of writing teaching,teachers not only focus on the teaching itself,but also onthe evaluation,so as to achieve a harmonious unity of teaching process and evaluationprocess.
1.2 Research purpose
Based on the research background,this study introduces the Dynamic AssessmentTheory,integrates evaluation and teaching process,and tries to establish a multi-feedbackmode combining self-feedback,peer feedback and teacher feedback in senior high schoolEnglish writing teaching,so as to stimulate students’writing motivation,cultivate students’good learning and thinking habits,and improve their writing achievements and writingautonomy.Combined with the advantages of different feedback modes,the multi-feedbackmode can provide guidance for practical writing teaching and front-line teachers.Themain purposes of this study can be generalized into the following three aspects.
Firstly,this study aims to creatively construct a multi-feedback mode combiningself-feedback,peer feedback and teacher feedback in senior high school English writingteaching.
Secondly,this study is intended to explore the effects of the multi-feedback mode on the writing achievements of senior high school students.
Thirdly,this study also aims to examine the effects of the multi-feedback mode onthe writing autonomy of senior high school students.
Chapter Two Literature Review
2.1 Key terms
This part mainly introduces the core concepts of this study,including feedback,multiple feedback,and writing autonomy.
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