句酷批改网对初中生英语写作质量影响的实证研究
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摘要
立足《义务教育英语课程标准(2011年版)》,以输出假设理论、注意假设理论和形成性评价理论为支撑,制定基于批改网的初中英语写作批改反馈方式。通过对海口市某中学九年级学生进行为期13周的教学实验、问卷调查、访谈、写作测试、文本分析,比较实验前后实验班(50人)和控制班(52人)学生英语写作学习态度、写作质量及其对批改反馈方式认可度的差异。进而验证以下三个假设:基于批改网的英语写作批改反馈方式,学生写作学习态度有所改善;基于批改网的英语写作批改反馈方式,学生写作质量有所提高,尤其在写作词数、词汇、语法方面具有显著性提高;学生比较认可基于批改网的英语写作批改反馈方式。实验结果说明:初中英语写作批改反馈方式的成效,批改网可作为改善初中生英语写作学习态度、提高其英语写作质量的有效教学工具。
English Based on the English Curricular Standards of Compulsory Education(version 2011), the Output Hypothesis, Noticing Hypothesis and Formative Evaluation Theory. It builds a modification and feedback mode of junior school English writing based on Pigai and conducts a 13-week teaching experiment. The experiment has been made through conducting teaching experiment, questionnaire, interview, writing testament and writing texts analysis on students of grade 9 in a middle school of Haikou, including making a comparison between 50 students from the experimental class and 52 ones from the controlled class in terms of students' learning attitude, writing quality and their approval degree for the modification and feedback. The result verified the following 3 hypotheses: 1.The modification and feedback mode based on Pigai can improve students' learning attitude toward English writing. 2.The modification and feedback mode based on Pigai can improve students' writing quality especially in amount of writing, vocabulary and grammar. 3.Students approved the modification and feedback mode based on Pigai. The verification result showed the achievement of the mode and proved that Pigai could be an effective teaching tool of improving students' learning attitude and their writing quality.
English Based on the English Curricular Standards of Compulsory Education(version 2011), the Output Hypothesis, Noticing Hypothesis and Formative Evaluation Theory. It builds a modification and feedback mode of junior school English writing based on Pigai and conducts a 13-week teaching experiment. The experiment has been made through conducting teaching experiment, questionnaire, interview, writing testament and writing texts analysis on students of grade 9 in a middle school of Haikou, including making a comparison between 50 students from the experimental class and 52 ones from the controlled class in terms of students' learning attitude, writing quality and their approval degree for the modification and feedback. The result verified the following 3 hypotheses: 1.The modification and feedback mode based on Pigai can improve students' learning attitude toward English writing. 2.The modification and feedback mode based on Pigai can improve students' writing quality especially in amount of writing, vocabulary and grammar. 3.Students approved the modification and feedback mode based on Pigai. The verification result showed the achievement of the mode and proved that Pigai could be an effective teaching tool of improving students' learning attitude and their writing quality.
引文
[1]中华人民共和国教育部.义务教育英语课程标准(2011年版)[M].北京:北京师范大学出版社,2012.
[2]潘少英.学生英语作文有效批改和反馈的探索与实践[J].语数外学习:英语教育,2013(8):145.
[3]裴娣娜.教师要有信息素养[N].中国教师报,2016-11-16(015).
[4]周丽.英语在线写作平台对大学生英语写作能力影响的探讨[J].中国教育学刊,2015 (S1):283-285.
[5]林崇德.21世纪学生发展核心素养研究[M].北京:北京师范大学出版社,2016.
[6](英)Johnson K.外语学习与教学导论[M].田贵森译.北京:外语教学与研究出版社,2002.
[7]王文斌,赵朝永.中国学习者产出英语“流水句”现象剖析:英汉时空差异视角[J].外语界,2017(1):30-37.
[8]龚亚夫.中小学英语教育需要四个转变——通过英语教育发展学生的核心素养[J].湖南第一师范学院学报,2017(3):1-3.
[2]潘少英.学生英语作文有效批改和反馈的探索与实践[J].语数外学习:英语教育,2013(8):145.
[3]裴娣娜.教师要有信息素养[N].中国教师报,2016-11-16(015).
[4]周丽.英语在线写作平台对大学生英语写作能力影响的探讨[J].中国教育学刊,2015 (S1):283-285.
[5]林崇德.21世纪学生发展核心素养研究[M].北京:北京师范大学出版社,2016.
[6](英)Johnson K.外语学习与教学导论[M].田贵森译.北京:外语教学与研究出版社,2002.
[7]王文斌,赵朝永.中国学习者产出英语“流水句”现象剖析:英汉时空差异视角[J].外语界,2017(1):30-37.
[8]龚亚夫.中小学英语教育需要四个转变——通过英语教育发展学生的核心素养[J].湖南第一师范学院学报,2017(3):1-3.