【作者】 倪玲英；

【导师】 金舜英；

【作者基本信息】 延边大学 ， 教育管理， 2011， 硕士

【摘要】 新《英语课程标准》指出,写作是高中学生在英语学习中需要发展的听、说、读、写四种能力中最综合也是最重要的一项。目前,在中国提高学生的英语写作能力越来越受到关注,然而,较之于其它几种能力,对中国学生而言,写作能力是最弱的。从最近几年浙江省高考学生的写作得分情况来看,学生普遍得分都不高,这也证明学生的写作能力还比较弱。究其原因,除缺乏足够的时间进行有效的写作训练外,评价方法的欠科学性、欠系统性、及单一性也是影响学生写作水平提高的主要因素之一。现行高中英语写作的评价方法主要是以教师为主导,学生被动地接受教师的打分和评语,这就限制了学生对自身写作能力的自我认识和自我反思,另一方面也使学生对老师产生依赖性,从而丧失了学习的积极性和对写作的兴趣。教师在英语写作的评价上,应该要考虑到评价是否能促进学生的进步和发展,是否能对学生起到激励的作用。在评价过程中,要注重师生间的互动,要营造和谐、平等、自由的学习氛围,让学生能够畅所欲言,激发学生的创造力、敢于反思以及勇于探索的精神,其结果远比教师单向的评判要好得多。本论文旨在弄清楚,通过档案袋评价在高中英语写作中的应用,试图找到对三个问题的答案。1)档案袋评价是否能转变学生对英语写作的态度；2)档案袋评价是否能促进高中学生进行自我反思；3)档案袋评价是否能提高学生的写作水平。研究结果表明：档案袋评价确实能够在转变学生对英语写作的态度、提高高中学生的反思能力、提高学生的写作水平方面起着很大的促进作用。但研究中也存在一些问题,需要在今后的教育实践中不断地改进,笔者也希望借此研究来更好地指导自己的教学工作。更多还原

【Abstract】 As the new English Curriculum Standard(ECS)has pointed out, writing is a very important one of all the four skills that senior school students should develop in English learning. Nowadays, To improve students’writing ability has gained more and more attention in China, while writing ability is the weakest of all the four skills four Chinese students. According to the scores students gained in the College Entrance Examination of Zhejiang Province in recent years, students’writing ability is still very weak. Trace it to its cause, in addition to a lack of writing training, it is also due to a lack of a scientific and systematic assessment. The new published English Curriculum Standard (ECS) has pointed out, assessment plays an important part in English courses, a scientific assessment can ensure the accomplishment of instructional goals. Through this assessment, students are engaged in the process by continually evaluating and reflecting on their work. In this way, students begin to identify the strengths and weakness in their work, thus to adjust their study strategies and get improved. On the other hand, the current English writing assessment is mainly "teacher-centered", students are scored and evaluated by teachers passively which will limit students’self-reflection on their own works so as to make the students too dependent on their teachers to lose the interest on study.This study aimed to find out the answers to three questions through the application of portfolio assessment on senior school English writing. (1)Whether portfolio assessment can improve students’attitude towards English writing. (2) Whether portfolio assessment can improve students’ability of self-reflection. (3) Whether portfolio assessment can improve students’ability of writing. The major results of the research are as follow:portfolio assessment can effectively improve students’ability of self-reflection, portfolio assessment can improve students’ability of self-reflection, and portfolio assessment can improve students’ability of writing. However, the research also reveals some unsolved problems which remained to be studied in the future teaching practice. The author hopes it can guide her teaching practice in the future through this research.更多还原