【作者】 张连宇；

【导师】 董成；

【作者基本信息】 东北师范大学 ， 学科教学， 2010， 硕士

【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。更多还原

【Abstract】 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.更多还原