写作档案袋在高中英语写作教学中应用效果的研究.docx

写作档案袋在高中英语写作教学中应用效果的研究.docx

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写作档案袋在高中英语写作教学中应用效果的研究

写作档案袋在高中英语写作教学中应用效果的研究

写作档案袋在高中英语写作教学中应用效果的研究

AstudyontheeffectofsettingupEnglishWritingPortfolio

totheteachingofseniorEnglishwriting

石晶

Abstract

Whilestandardteachingmethodsonwritinghavebeennotedtogainfruitsinteachingpractice,therearestillsomeproblemsassociatedwiththemandmuchroomfordevelopment.Writingportfolioappearstoshowitssignificanceinmodernteachingpractice,andimprovelearnerautonomyinandoutclassrooms.Sincetheyearof2002,thenewEnglishCurriculumStandardsuggestsEnglishwritingcanbeexaminedandassessedinmanywaysbeyondthetraditionaltexts,andthepossibilitythattheapplicationofEnglishwritingportfoliomaybeusedasaeffectivetoolinEnglishwritingclass.

ThisstudyexaminestherelationshipbetweentheconstructionofEnglishwritingportfolioandlearnerautonomythroughexperimentsinreallyclassandtoproposemethodstoimproveautonomyonthebaseofwritingportfolio.Theresearchquestionthatwasinvestigatedwas:

（1）Canthetrainingofsettingupwritingportfoliopromotelearners’abilityofautonomouslearning?

（2）Canthetrainingofsettingupwritingportfoliopromotelearners’writingability?

Thecorrelationwasmeasuredfor92participantsintwoclassesfrominaNo.1seniorschoolinthecityofJinChanginGansuProvince.ThisisimportantbecauseoftherelativelylowEnglishwritinglevelinseniorhighschoolaroundChina,especiallyinthewestpartofChina.Traditionalclasshasreducedstudentsinterestinlearninginwriting,especiallyEnglishwriting.Ontheotherhand,highschoolistransitionalperiodofenteringtotheuniversity,anditalsoprovidesthefoundationforstudentsoffuturelifeduetogoodtimeofyouth.Tosomeextent,whatthestudentslearnandhowtheylearninseniorhighschoolguides,andevendeterminesthewholeknowledgeofindividual’slife.

Thisstudyisinhopethatitmightimprovetheeffectivenessofthestudents’learningnotonlyontheclassinseniorhighschool,andmoreimportantly,theircontinuouslyautonomouslearningaftertheclass.Thisstudyadoptsmanyapproaches,suchasobservation,questionnaire,formalandinformalinterviewandtest,andthedatawasprocessedwithSPSSsoftwareandMicrosoftExcel.Thefindingspointtoapositive,significantrelationshipbetweentheconstructionofEnglishwritingportfolioandlearnerautonomyandthewritingability,a10%ofincreaseonlearnerautonomy,anda15%growthonwritingabilitywithinone-yearEnglishwritingportfolioexperiments.Italsoindicatesthepossibilitytotapstudents’potentialforautonomouslearningandimprovetheirwritingcompetenceinseniorhighschool.

Keywords：

learningautonomy;writingportfolio;seniorEnglishwriting;portfolioassessment

摘要

尽管传统教学方法在教学实践中取得一些成效，但是还存有许多问题和许多提升空间。

现代教学中，写作档案袋在提高自主学习方面越来越体现其重要位置。

2002年,新课程标准指出除了传统的考试,英语写作还可以通过多种评价方法进行检测和评价，它为教师应用档案袋进行英语写作教学的可能性提供了理论上的指导。

本文通过课堂实验案例，探讨了英语写作档案袋的建立与学生自主学习能力之间的关系，为应用英语写作档案袋提高自主学习能力提出些许建议。

本文探讨了以下两个问题：

（1）建立写作档案袋的训练是否能够提高自主学习能力？

（2）建立写作档案袋的训练是否能够提高学生的写作能力？

实验统计了甘肃金昌第一中学的2个班级的92名学生的数据。

实验的意义在于中国，特别是中国西部，英语写作水平相对低下，传统课堂降低了学生写作，尤其是英语写作的兴趣。

而高中是人生的阳光时期，是大学学习的过渡期，也是为未来学习提供了主要基础的时期。

从某种程度上说，高中时期的知识储备和学习方法指导甚至决定一个人一生的知识导向。

本文希望通过探讨提高高中学生在课内，更重要的是，在课后的自主学习能力。

研究采用观察法，问卷调查，正式非正式采访，测试等多种方法。

数据通过SPSS及MicrosoftExcel统计整理，结论表明建立英语写作档案袋与提高学生自主学习能力之间有密切的正相关关系。

研究显示经过一年的写作档案袋的培训，实验班比普通版学生自主学习能动性提高了10%，英语写作能力提高了15%，为开发学生潜力，提高高中学生自主学习及英语写作能力提供可能。

关键词：

学习自主性写作档案袋高中英语写作

档案袋评价

ListofTablesandFigures

ListofAbbreviation

ALAutonomousLearning

LALearners’Autonomous

CCControlclass

ECExperimentalclass

e.g.forexample

etc.andsoforth

i.e.thatis

NMETNationalMatriculationEnglishTests

SPSSStatisticalPackageforSocialSciences

ChapterOneIntroduction

ThisstudyconsiderstheeffectofapplicationofwritingportfolioonlearnerautonomybyacaseintheWestpartofChina,anditwasduetomydesiretomylanguageteachingpracticewithmyteachingtheoryandbeliefs,whichreservedanimportantspaceforstudents'interestscoupledwithautonomouslearning.

1.1Backgroundofthisstudy

Asaninternationallanguage,Englishworksasthechannelforcommunicatingnotonlyonlanguageitselfbutalsoontheculturebetweenpeoplearoundtheworld.Thecultivatingforpersonneltacklingwithgoodenglishabilitiesgraduallyshowitssignificance.Therefore,theEnglishteachingonseniorhighschoolstudentsarousesmorepublicattention.However,writing,oneofthemostlanguageabilities,gettheleastsatisfactoryresultscomparingtootherlanguageabilities.Accordingtotheofficialstatistics,in2010,thenationalaveragescoreofthewritingintheentranceexamtotheuniversityis19pointsoutof30points,justaroundthepassingline18points.ThisismuchduetothelackoftrainingonEnglishwritingand,what’smore,tononeffectivewayofteachingEnglishwriting.traditionalteachingmodeisstillteacher-centredatpresent（LanTudor,1993）.Givingouthomeworkandrecordingallpartsofteacherswork,nofeedbacksandrecommendations,leadingtoaresultofnointerestinEnglishwritingforstudents.

ThenewEnglishCurriculumStandardin2002pointsoutthatexceptthetraditionaltexts,Englishwritingcanbeexaminedandassessedinmanyways.Italsoprovidesalistofmaterialssuchaswritingactivity,wringassessmenttable,andtheportfolioassessment.theenglishwritingabilitycanbemeasuredbeyondtraditionaltext.

1.2PurposeoftheStudy

Whilestandardteachingmethodsonwritinghavebeennotedtogainfruitsinteachingpractice,therearestillsomeproblemsassociatedwiththemandmuchroomfordevelopment.Writingportfolioappearstoshowitssignificanceinmodernteachingpractice,andimprovelearnerautonomyinandoutclassrooms.

Thepurposeofthestudyistoexploretherelationshipbetweenwritingportfolioandlearnerautonomythroughexperimentsinreallyclassandtoproposemethodstoimproveautonomyonthebaseofwritingportfolio.

1.3SignificanceofthisStudy

Thelowefficiency,over-stressfulnessonthesummativeassessment,andthelowinitiativeandinterestinlearninglightentheimportanceofthestudy.Thescorefromatestisnottheonlycriterionofmeasuringstudent’sEnglishproficiency.Thebasiceducationalcurriculuminnovationhasdefinitelysetforththeestablishmentofassessmentsystemthatpromotesstudents’allarounddevelopment.Itassertstheassessmentonstudentsshouldbemainlybasedonformativeassessment,incombinationwithsummativeassessment.TheEnglishCurriculumindicatesthattheEnglishlearningportfolioisoneoftheimportanttoolsoftheformativeassessment,anditisacollectionoftheevidencethatdocumentsstudents’efforts,progressandaccomplishmentsmadeinthelearningprocessandreflectstheirlearningoutcomes.learnerautonomyisexpectedtobemotivatedthroughtheconstructionandapplicationofEnglishlearningportfolio.

1.3.1High-efficiencyinclass

ThenewEnglishCurriculumCriteriaputanemphasisonthefactthatteachersmustpaymoreattentiontostudents’emotionandmotivatetheirinterest.DuringEnglishstudy,teachersshouldalsohelpstudentsdevelopeffectivestrategyandwidentheirinternationalvision.Inthisway,studentscanuseEnglishlanguagebetterwithabilityofautonomouslearningandexcellentcharacter.Allthesehavebeenconsideredaseffectivemeasuresforimprovingresults,practicingefficiency,lighteningstudents’burdenandenhancingteaching.

1.3.2Digestionofknowledgeafterclass

Throughtheconstructionandutilizationofwritingportfolio,thedigestionofknowledgeafterclasswhichhasbeenneglectedintraditionalclassearnsattention.Continuousrecordoftheworkafterclassgivetheclueofthestepsonthewaytoawholewritingandgivepreparationsforthenextwriting.Confuciussaid,“Lookbacktotheold,ifyouwouldlearnthenew，writingportfoliosetthewayforstudentstoreviewthewaybackandpaytothewayforward.

1.3.3TheDevelopmentofself-character

Writingportfolio,accordingtothenewEnglishCurriculumStandard,isencouragedtoshapeanddevelopthestudents’self-characterthroughcontinuousself-assessmentandself-evaluation,inotherwords,learnerautonomyisdevelopedthroughtheapplicationofwritingportfolio.

Everyteacherownshisfixedteachingmethodsandstyles,buthisstudentsowndifferentlanguagetalent,cognitiveandlearningstylesandemotionfeatures.Inthisaspect,teacherscannotsatisfyeachstudent’sneedanddemand,sotheyonlytalkaboutsomegeneralrulesandlawsoflanguage.Forexample,abouthowtorememberEnglishwords,teachersonlyteachstudentstheyshouldusethebestmethodtodoit.However,differentindividualpossessesdifferenttimeforhigh-efficientmemory.Somestudentscanrememberwordsclearlyinthemorning,butothersintheevening.Sostudentsmustlearntoself-manageandrethinkself-learningfeatures.Theyshouldalsochoosepropermethodandstrategytoenhancequalityoflearning.

1.3.4Needforlife-longlearning

Englishlearning,especiallyforwriting,isnotone-timething,coveringalllifelong.Noschoolcanprovideitsstudentswithallknowledgeandskillstheywillneedfortheiradultlives.Learningalanguageisalife-longendeavorthatcanbedonemostlybythelearnersthemselves.Takinglearners’roleascrucialintheirlearningandstimulatinglearnerautonomyshouldbetheaimoflanguageeducationbecauseautonomouslanguagelearnerswouldbetrulyeffectivelanguagelearnersandlanguageusers（Little,2000）.

Intraditionalclass,teachersusuallymissedouttheinwardsconnectionbetweeneverystepsoflearning.Thebr