__基于电子学档形成性评价的过程写作法实证研究

重庆大学硕士学位论文培养学生英语写作能力的新途径--基于电子学档形成性评价的过程写作法实证研究姓名：陶伟申请学位级别：硕士专业：英语语言文学指导教师：邹晓玲2010-04M.A.ThesisofChongqingUniversity中文摘要I摘要目前，许多大学的英语写作教学都陷入一个恶性循环圈：教师花费大量的时间和精力修改学生的单词拼写及搭配错误，而对作文的内容关注甚少，其结果是大部分学生在写作中为了少犯错误而牺牲掉内容的丰富性，写作动机与写作水平相对较低。因此，如何改善这种情况，以符合《大学英语课程教学要求》的既定目标是大学英语教学改革所面临的紧迫任务。在查阅了大量关于英语写作教学的文献资料之后，电子学档和过程写作法的相关文献引起了笔者的注意。电子学档的形成性评价手段使过程写作法成为可能。在这项研究中，作者提出将过程写作法与电子学档的形成性评价功能相结合，以消除传统课堂上运用的成果写作法和终结性评价的某些局限性，希望这样的英语写作教学能够有效地提高学生的写作能力。为了测试这种新教学方法的效度，作者讨论了以下问题：1.将过程写作法与电子学档的形成性评价手段相结合是否有助于提高学生的英语写作兴趣？2.将过程写作法与电子学档的形成性评价手段相结合是否有助于增加学生的输出量？3.将过程写作法与电子学档的形成性评价手段相结合是否有助于提高学生的英语写作水平？为期半年的试验在重庆大学本科两个平行班中进行，并以问卷、测验等形式作为研究手段。试验后，通过定量分析和定性评估的方式对试验数据进行了分析，以显示试验前后两个班在写作兴趣、写作水平上的差异。分析过程利用了SPSS,Word等相关分析软件。试验结果表明，无论是实验班还是控制班，学生的写作能力都有了相应的提高，然而试验班的学生比控制班的学生提高更为明显。运用电子学档的形成性评价手段和过程写作法进行写作教学的学生比在传统英语写作课堂下的学生展现出更高的写作兴趣和写作水平。学生对电子写作档案评价持肯定态度。此外，在试验班学习的学生享有更多的机会反思自己的学习，从而培养了他们对自己学习的责任意识。在最后一章，作者分析了本次研究的主要结论，分析了本研究的教学意义和存在的一些不足，并为在这一课题上的进一步研究提出了一些建议。作者希望本研究能够给非英语专业学生的英语写作教学带来一些启示。关键词：形成性评价，电子学档，英语写作，过程写作法M.A.ThesisofChongqingUniversityABSTRACTIIIABSTRACTNowadays,theteachingofCollegeEnglishwritinginmanyuniversitieshasbeencaughtina“viciouscircle”:theteacheroftenspendsalargeamountoftimeandenergycorrectingstudents’spellingandcollocationmistakes,butpayslittleattentiontothecontentofthewriting,asaresult,moststudentssacrificerichcontentforthesakeoffewermistakesinwriting,havingrelativelylowwritingmotivationandwritingproficiency.HowtoimprovethesituationsoastomeetthewritingobjectivessetinCollegeEnglishCurriculumRequirementsisoneoftheurgenciestobedealtwithincollegeEnglishteachingreform.Areviewoftheliteratureonteachingwritingbroughtthenewlydevelopede-portfolioandwell-receivedprocesswritingintotheauthor’sview.E-portfolio’sformativeassessmentmakesprocesswritingpossible.Inthisstudy,theauthorproposesanassumptionofcombininge-portfolio’sformativeassessmentwithprocesswritingtoeliminatethelimitationsofproductapproachwithsummativeassessmentappliedintraditionalEnglishwritingclasses.Inordertotestthevalidityofthisnewapproach,theauthoraddressesthefollowingquestions:1.Whetherornotcombininge-portfolio’sformativeassessmentwithprocessapproachinwritingcontributestoenhancinglearners’interestinEnglishwriting?2.Whetherornotapplyinge-portfolio’sformativeassessmentandprocessapproachtoEnglishwritingincreaseslearners’output?3.Whetherornotapplyinge-portfolio’sformativeassessmentandprocessapproachinEnglishwritingimproveslearners’Englishwritingproficiency?Half-a-year’sexperimentiscarriedoutintwoundergraduateclassesofChongqingUniversity,inwhichthequestionnaire,testingandsoonareadopted.Aftertheexperiment,theresultsofthequantitativetestsandqualitativeassessmentareanalyzedwiththehelpofSPSS,Wordandotherrelevantsoftware,showingwhethertherearesignificantdifferencesinstudents’writingattitudesandwritingcompetencebetweentheexperimentalandthecontrolclasses.Theresultsoftheexperimentshowthatboththeexperimentalgroupandthecontrolgrouphaveimprovedtheirwritingproficiency,whiletheexperimentalgroupmakesmoreprogressthanthecontrolgroup.Andthestudentslearningwritingbasedone-portfolio’sformativeassessmentandprocesswritingdemonstratehigherlevelsofwritinginterestandM.A.ThesisofChongqingUniversityABSTRACTIVwritingabilitythanthosewhoaretrainedonlyinthetraditionalclasses.Moreover,thestudentsoftheexperimentalgroupenjoymorechancestoreflectontheirownlearning,thusahighersenseofpersonalresponsibilityforlearningisdeveloped.Inthelastchapter,theauthorsummarizesthemajorfindingsofthisstudy,analyzessomepedagogicalimplicationsandlimitations,andgivessomerecommendationsforfurtherstudy.TheauthorhopesthisstudycanoffersomeimplicationsfortheteachingofEnglishwritingonnon-EnglishmajorsKeywords:formativeassessment,e-portfolio,Englishwriting,processwritingM.A.ThesisofChongqingUniversityChapterOneIntroduction1ChapterOneIntroduction1.1ResearchbackgroundAsanimportantproductiveskill,Englishwritingisgaininganincreasingattentionandemphasis,whoseimportancehasbeenwidelyacceptedinthefieldofcollegeEnglishteaching,foritshowsnotonlyastudent’smasteryofvocabularyandgrammar,butalsohis/hercommandofsentencestructure,discourseorganizationandlogicreasoning.ButinthehistoryofEnglishteachinginChina,Englishwritinghadnotbeenpaidenoughattentionto.Asaresult,students’Englishwritingabilityisnotsatisfactory.InthetraditionalteachingofEnglishwriting,students’compositionsareusuallyscoredbyteachersasafinalproduct.TheproceduresinEnglishwritingclassesareasfollows:teacherassignswritingtask,teachergivesinstruction,studentspracticewriting,teachergivesscorestothecompositions,teachermakescommentsontheessays(Gao,2006).Inthisapproach,theplanning,drafting,andreviewingofthewritingprocessareignored.Theteacher’staskalwayscentersuponthequalityoflanguageformsincludingspelling,grammar,punctuationsratherthanthesoulofthecompositionandthequalityofthecontent.Astostudents,theteacher’sstereotypedcommentsandfeedbacksarereallyfarfromhelpfulandeffective.Therefore,gettingtheteachingofEnglishwritingfreedfromthepredicamentisoneoftheurgenciestobedealtwithinCollegeEnglishteachin