自我评价学习策略在高中英语写作课中的行动研究
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摘要
本文针对高三学生的自我评价学习策略的运用及其英语写作能力的关系进行了行动研究。本研究中英语写作能力定义为学生写作能力和写作策略运用的能力,通过学生的写作测试成绩及对写作策略问卷调查的回答结果来检验。该研究的目的在于指导学生运用自我评价学习策略,更好地完成英语写作任务,提高英语写作能力。
研究主要探讨两个问题：(1)在英语写作训练当中运用和不运用自我评价策略的学生在英语写作能力上是否有明显差异?(2)在试验结束后,运用和不运用自我评价策略的学生对待英语写作的态度是否有差异?参与研究的实验对象为高三年级中两个不同的班级,一个作为实验班,另一个作为控制班,两个班级的英语均由笔者任教。实验前对两个班级进行一次关于写作的问卷调查,对于实验班的学生在英语写作中运用自我评价方式进行英语写作评分,控制班的学生则沿用传统的评价方式进行英语写作评分,二十四周之后笔者将对两个班级的学生再进行一次问卷调查,比较实验前后数据得出结论。
笔者对研究所要探讨的问题提出了两个假设：(1)在英语写作训练中学生运用自我评价策略,能让学生对自己的写作情况更为了解,能促使他们对自己的学习负更多的责任,新的评价方式比传统的评价方式更能促进学生英语写作能力的提高。(2)在英语写作训练中运用自我评价策略的学生比以传统方式进行英语写作评价的学生持更为积极地态度。
两个假设均得到了证实。本研究表明,学生运用自我评价学习策略能提高学生的英语写作能力,所以此方法是合理的,也是可行的。学生自我评价学习策略增强了学生自我反思的意识,提高了学生英语写作的兴趣,但是学生对自我评价学习策略的运用需要教师的指导才能保证他们可以充分利用自我评价的长处促进自己的学习。
Based on an action research, this paper attempts to discuss the application of the self-evaluation learning strategy and its correlations with English writing ability of the third-year high school students. In the study, English writing ability is defined as students' ability to write and to use the writing strategies, which is examined by the writing test scores of students and the results of questionnaires focusing on writing strategies. This research aims to provide students with an instructive guidance in terms of using the self-evaluation learning strategy to fulfil English writing tasks and improve their English writing ability at the same time.
This paper is to study the following two major research questions:(1) Are there any differences in students' writing ability between those who use the self-evaluation learning strategy and the ones who do not in the course of English writing practice? (2)Are there any differences in students' attitudes towards English writing between students who apply and who do not after the experiment. Subjects involved in this experiment are two classes of third-year high school students who are being taught by the author; one is used as the experiment class and the other as the control class. Before carrying out the experiment, this paper adopts the instruments of questionnaires concerning English writing in which students of the experiment class apply the self-evaluation strategy to grade their writings and students of the control class use the traditional way of evaluation for their writings. Twenty-four weeks later, another questionnaire survey is done to these two classes. By comparing the data obtained from the two questionnaires, the writer makes the final conclusions. On the basis of the research questions, two hypothesises are put forward in this study, namely, (1)The application of the self-evaluation learning strategy in writing makes students get better understanding for their owe writings and can motivate them to shoulder more responsibilities for themselves, meanwhile, the new way of evaluation is better than the traditional way in improving their English writing ability. (2)Compared with the traditional way of evaluation, students who use the self-evaluation learning strategy tend to develop more active attitudes in the process of English writing training.
Both of the two hypothesises have been confirmed. This research shows that students' application of the self-evaluation learning strategy can improve the their English writing ability, so it is reasonable and feasible to use this teaching method in practice. The self-evaluation learning strategy can enhance students' awareness of self-reflection and inspire greater interest in English writing. However, students' application of the self-evaluation learning strategy should be monitored and guided by teachers to ensure that they can make full use of the benefits of self-evaluation to make progress in their study.
研究主要探讨两个问题：(1)在英语写作训练当中运用和不运用自我评价策略的学生在英语写作能力上是否有明显差异?(2)在试验结束后,运用和不运用自我评价策略的学生对待英语写作的态度是否有差异?参与研究的实验对象为高三年级中两个不同的班级,一个作为实验班,另一个作为控制班,两个班级的英语均由笔者任教。实验前对两个班级进行一次关于写作的问卷调查,对于实验班的学生在英语写作中运用自我评价方式进行英语写作评分,控制班的学生则沿用传统的评价方式进行英语写作评分,二十四周之后笔者将对两个班级的学生再进行一次问卷调查,比较实验前后数据得出结论。
笔者对研究所要探讨的问题提出了两个假设：(1)在英语写作训练中学生运用自我评价策略,能让学生对自己的写作情况更为了解,能促使他们对自己的学习负更多的责任,新的评价方式比传统的评价方式更能促进学生英语写作能力的提高。(2)在英语写作训练中运用自我评价策略的学生比以传统方式进行英语写作评价的学生持更为积极地态度。
两个假设均得到了证实。本研究表明,学生运用自我评价学习策略能提高学生的英语写作能力,所以此方法是合理的,也是可行的。学生自我评价学习策略增强了学生自我反思的意识,提高了学生英语写作的兴趣,但是学生对自我评价学习策略的运用需要教师的指导才能保证他们可以充分利用自我评价的长处促进自己的学习。
Based on an action research, this paper attempts to discuss the application of the self-evaluation learning strategy and its correlations with English writing ability of the third-year high school students. In the study, English writing ability is defined as students' ability to write and to use the writing strategies, which is examined by the writing test scores of students and the results of questionnaires focusing on writing strategies. This research aims to provide students with an instructive guidance in terms of using the self-evaluation learning strategy to fulfil English writing tasks and improve their English writing ability at the same time.
This paper is to study the following two major research questions:(1) Are there any differences in students' writing ability between those who use the self-evaluation learning strategy and the ones who do not in the course of English writing practice? (2)Are there any differences in students' attitudes towards English writing between students who apply and who do not after the experiment. Subjects involved in this experiment are two classes of third-year high school students who are being taught by the author; one is used as the experiment class and the other as the control class. Before carrying out the experiment, this paper adopts the instruments of questionnaires concerning English writing in which students of the experiment class apply the self-evaluation strategy to grade their writings and students of the control class use the traditional way of evaluation for their writings. Twenty-four weeks later, another questionnaire survey is done to these two classes. By comparing the data obtained from the two questionnaires, the writer makes the final conclusions. On the basis of the research questions, two hypothesises are put forward in this study, namely, (1)The application of the self-evaluation learning strategy in writing makes students get better understanding for their owe writings and can motivate them to shoulder more responsibilities for themselves, meanwhile, the new way of evaluation is better than the traditional way in improving their English writing ability. (2)Compared with the traditional way of evaluation, students who use the self-evaluation learning strategy tend to develop more active attitudes in the process of English writing training.
Both of the two hypothesises have been confirmed. This research shows that students' application of the self-evaluation learning strategy can improve the their English writing ability, so it is reasonable and feasible to use this teaching method in practice. The self-evaluation learning strategy can enhance students' awareness of self-reflection and inspire greater interest in English writing. However, students' application of the self-evaluation learning strategy should be monitored and guided by teachers to ensure that they can make full use of the benefits of self-evaluation to make progress in their study.
引文
[1]陈汉聪.学生自我评估法及其在课堂教学中的运用[J].当代教育科学,2004(12).
[2]陈晓云.高中英语写作评价方法的探索[J].中小学英语教学与研究,2004(7).
[3]陈馨.高中英语写作教学中的发展性评价策略研究[D]：[硕士学位论文].南京：南京师范大学,2008.
[4]陈映苹.自我评价在大学英语教学中的应用研究[J].韶关学院报,2006,27(8)：155-158.
[5]陈玉琨.教育评价学[M].北京：人民教育出版社,1999
[6]程晓堂,郑敏.英语学习策略[M].北京：外语教学与研究出版社,2008.
[7]邓晓芳.高中学生反思学习能力的培养[J].中小学英语教学与研究,2002(3).
[8]董奇,周勇.关于学生学习自我监控的实验研究[J].北京师范大学学报(社会科学报),1995(01).
[9]段春云,王军.试论英语课堂教学中的自我评价[J].山东英语教学,1998(4)：83-86.
[10]龚亚夫,罗少茜.英语教学评估：行为表现评估和学生学习档案[M].北京：人民教育出版社,2002.
[11]黄爱凤.试论英语教学中学生成绩评估体系新模式[J].西安外国语学院学报,2002.
[12]纪康丽.外语学习中元认知策略的培训[J].外语界,2002(3).
[13]蒋苏勤.中学英语教学评价[J].中小学英语教学与研究,2002(6).
[14]蒋旭霞.中学生写作自我评价的研究[D]：[硕士学位论文].浙江：浙江师范大学,2007.
[15]雷茜.英语专业学生对自己作文的自我评价[J].时代文学理论学术版,2009(2).
[16]李建勇.元认知理论与英语自主学习能力的培养[EB/OL]. http://ww.studa.net/jiaoxue/080725/10591573.html,2009-8-1.
[17]李也白.形成性评价与英语写作教学[J].中小学英语教学与研究,2003(11).
[18]李兆增.自我评价在英语教学中的应用[J].中小学英语教学与研究,2003(7).
[19]刘翠青,陈燕娟,刘昌醒.自我评价在主体式协作学习中的应用初探[J].韩山师范学院学报2008,29(3)：101-104.
[20]刘建达.学生英文写作能力的自我评估[J].现代外语,2002(3)：241-249.
[21]卢杰.英语写作评价标准的整合与分解[J].山东省青年管理干部学院学报,2008,133(3)：141-143.
[22]罗敏.自我评价机制在大学英语写作教学中的应用[J].企业家天地理论版,2008(7)：88-89.
[23]罗少茜.英语课堂教学形成性评价研究[M].北京：外语教学与研究出版社,2003.
[24]梅克.教育评价功能的探讨[J].教育评价,1996,1(3)：2.
[25]田式国.试谈对学生英语学习的评价[J].中小学英语教学与研究,2004(6).
[26]吴莉萍.英语教师对学生学习活动的评价方法[J].教学月刊,2001(8).
[27]武书敬,房立敏.自我评价在大学英语写作教学中的应用与反思[J].疯狂英语教师版,2007(9)：8-10.
[28]肖传剑,熊燕.新课程理念下中学英语课堂教学评价的研究[J].基础教育外语教学研究,2004(6).
[29]姚梅林,徐守森,杨永宁.不同自我评价方式对高中生写作的影响[J].心理发展与教育,2006(1)：74.
[30]叶绿青.作文批改及评改模式对学生作文的影响[J].山东外语教学,1999(3)：73-75.
[31]英语课程标准[Z].人民教育出版社,2008.
[32]俞唐、张玲棣等.对中小学外语学习评价的初步研究[J].中小学外语教学,2001(8)：1-6.
[33]俞艳芳.自我评价在英语合作学习中的运用[J].浙江丽水学院学报,2007,29(3)：88-90.
[34]张景焕,曲霞.自我评价的动机理论及其对学校教学的启示[J].山东教育科研,2000,7(8)：49.
[35]张倩苇.学习的自我评价：含义、内容及其能力的培养[J].教育导刊,2000(10)：17.
[36]赵红利.论提高学生自我评价能力的策略[J].河南教育学院学报(哲学社会科学版),2004,19(74)：91-93.
[37]中华人民共和国教育部.普通高中英语课程标准(实验稿)[Z].北京：人民教育出版社,2003.
[38]朱永诚.多元智能视角下的中学英语教学多元评价实践[J].中小学教材教学,2005(3).
[39]走进高中新课程[Z].武汉：华中师范大学出版社,2004.
[40]Blanche.P. Self-assessment of foreign language skills:Implications for teachers and resources[J].RELC Journal,1998(1).
[41]Chaudron.C. The effects of feedback on students' composition revisions[J].RELC Journal,1984(15).
[42]Dickinson. L. Self-instruction in language learning [M]. Cambridge:Cambridge University Press,1987.
[43]Harris.M. Self-assessment of Language Learning in Formal Settings[J]. ELT1997,51(1):12-20.
[44]Nunand. Collaborative language learning and teaching [M]. London:Cambridge University Press,1992:197-209.
[45]O'MALLEY,JA CHAMOT. Learning Strategy Application with Students of English as a Second Language [J].TESOL Quarterly 1985,19:96-285.
[46]Oscarson.M.Self-assessment of language proficiency:Rationale and applications [J].Language Testing,1989,6(1):1-13.
[47]Shields.C.M. Learning About Assessment From Native American Schools:Advocacy and Empowerment [J]. Theory and Practice,1997(36).
[48]Sommers N.Revision strategies of student writers and experienced adult writers [J].College Composition and Communication,1980,31(2).
[2]陈晓云.高中英语写作评价方法的探索[J].中小学英语教学与研究,2004(7).
[3]陈馨.高中英语写作教学中的发展性评价策略研究[D]：[硕士学位论文].南京：南京师范大学,2008.
[4]陈映苹.自我评价在大学英语教学中的应用研究[J].韶关学院报,2006,27(8)：155-158.
[5]陈玉琨.教育评价学[M].北京：人民教育出版社,1999
[6]程晓堂,郑敏.英语学习策略[M].北京：外语教学与研究出版社,2008.
[7]邓晓芳.高中学生反思学习能力的培养[J].中小学英语教学与研究,2002(3).
[8]董奇,周勇.关于学生学习自我监控的实验研究[J].北京师范大学学报(社会科学报),1995(01).
[9]段春云,王军.试论英语课堂教学中的自我评价[J].山东英语教学,1998(4)：83-86.
[10]龚亚夫,罗少茜.英语教学评估：行为表现评估和学生学习档案[M].北京：人民教育出版社,2002.
[11]黄爱凤.试论英语教学中学生成绩评估体系新模式[J].西安外国语学院学报,2002.
[12]纪康丽.外语学习中元认知策略的培训[J].外语界,2002(3).
[13]蒋苏勤.中学英语教学评价[J].中小学英语教学与研究,2002(6).
[14]蒋旭霞.中学生写作自我评价的研究[D]：[硕士学位论文].浙江：浙江师范大学,2007.
[15]雷茜.英语专业学生对自己作文的自我评价[J].时代文学理论学术版,2009(2).
[16]李建勇.元认知理论与英语自主学习能力的培养[EB/OL]. http://ww.studa.net/jiaoxue/080725/10591573.html,2009-8-1.
[17]李也白.形成性评价与英语写作教学[J].中小学英语教学与研究,2003(11).
[18]李兆增.自我评价在英语教学中的应用[J].中小学英语教学与研究,2003(7).
[19]刘翠青,陈燕娟,刘昌醒.自我评价在主体式协作学习中的应用初探[J].韩山师范学院学报2008,29(3)：101-104.
[20]刘建达.学生英文写作能力的自我评估[J].现代外语,2002(3)：241-249.
[21]卢杰.英语写作评价标准的整合与分解[J].山东省青年管理干部学院学报,2008,133(3)：141-143.
[22]罗敏.自我评价机制在大学英语写作教学中的应用[J].企业家天地理论版,2008(7)：88-89.
[23]罗少茜.英语课堂教学形成性评价研究[M].北京：外语教学与研究出版社,2003.
[24]梅克.教育评价功能的探讨[J].教育评价,1996,1(3)：2.
[25]田式国.试谈对学生英语学习的评价[J].中小学英语教学与研究,2004(6).
[26]吴莉萍.英语教师对学生学习活动的评价方法[J].教学月刊,2001(8).
[27]武书敬,房立敏.自我评价在大学英语写作教学中的应用与反思[J].疯狂英语教师版,2007(9)：8-10.
[28]肖传剑,熊燕.新课程理念下中学英语课堂教学评价的研究[J].基础教育外语教学研究,2004(6).
[29]姚梅林,徐守森,杨永宁.不同自我评价方式对高中生写作的影响[J].心理发展与教育,2006(1)：74.
[30]叶绿青.作文批改及评改模式对学生作文的影响[J].山东外语教学,1999(3)：73-75.
[31]英语课程标准[Z].人民教育出版社,2008.
[32]俞唐、张玲棣等.对中小学外语学习评价的初步研究[J].中小学外语教学,2001(8)：1-6.
[33]俞艳芳.自我评价在英语合作学习中的运用[J].浙江丽水学院学报,2007,29(3)：88-90.
[34]张景焕,曲霞.自我评价的动机理论及其对学校教学的启示[J].山东教育科研,2000,7(8)：49.
[35]张倩苇.学习的自我评价：含义、内容及其能力的培养[J].教育导刊,2000(10)：17.
[36]赵红利.论提高学生自我评价能力的策略[J].河南教育学院学报(哲学社会科学版),2004,19(74)：91-93.
[37]中华人民共和国教育部.普通高中英语课程标准(实验稿)[Z].北京：人民教育出版社,2003.
[38]朱永诚.多元智能视角下的中学英语教学多元评价实践[J].中小学教材教学,2005(3).
[39]走进高中新课程[Z].武汉：华中师范大学出版社,2004.
[40]Blanche.P. Self-assessment of foreign language skills:Implications for teachers and resources[J].RELC Journal,1998(1).
[41]Chaudron.C. The effects of feedback on students' composition revisions[J].RELC Journal,1984(15).
[42]Dickinson. L. Self-instruction in language learning [M]. Cambridge:Cambridge University Press,1987.
[43]Harris.M. Self-assessment of Language Learning in Formal Settings[J]. ELT1997,51(1):12-20.
[44]Nunand. Collaborative language learning and teaching [M]. London:Cambridge University Press,1992:197-209.
[45]O'MALLEY,JA CHAMOT. Learning Strategy Application with Students of English as a Second Language [J].TESOL Quarterly 1985,19:96-285.
[46]Oscarson.M.Self-assessment of language proficiency:Rationale and applications [J].Language Testing,1989,6(1):1-13.
[47]Shields.C.M. Learning About Assessment From Native American Schools:Advocacy and Empowerment [J]. Theory and Practice,1997(36).
[48]Sommers N.Revision strategies of student writers and experienced adult writers [J].College Composition and Communication,1980,31(2).