最新初中生英語學(xué)習(xí)自我評價(jià)能力的培養(yǎng)優(yōu)秀名師資料

1、初中生英語學(xué)習(xí)自我評價(jià)能力的培養(yǎng)玉溪師范學(xué)院英語系本科生畢業(yè)論文 玉 溪 師 范 學(xué) 院 本 科 畢 業(yè) 論 文 初中生英語學(xué)習(xí)自我評價(jià)能力的培養(yǎng) 姓 名: 王 曉 學(xué) 號:2002061137 指導(dǎo)教師姓名: 付 麗 彬 職 稱: 講 師 單 位: 英 語 系 專 業(yè) 名 稱 : 英 語 教 育 申請學(xué)位級別: 學(xué) 士 論文提交日期: 2006年5月 學(xué)位授予單位: 玉溪師范學(xué)院 二?六年五月 玉溪師范學(xué)院英語系本科生畢業(yè)論文 on cultivation of english learners self-assessment ability in junior high school wa

2、ng xiao supervisor fu libin a thesis submitted as a partial fulfillment for the degree of b.a. in english english department yuxi teachers college may 2006 玉溪師范學(xué)院英語系本科生畢業(yè)論文 acknowledgements first of all, i want to give my thanks to ms. fu libin, my supervisor, who spares no time and energy, out of h

3、er heavy load of teaching to provide substantial guidance on my thesis. i still feel sorry that my first draft was not clear for her to read. she corrected the errors in my thesis carefully and gave me a lot of invaluable advice on my thesis. the detailed advice and constant help from her have been

4、both academically authoritative and generous. i am willing to pay my respect to professor wang ju who has been teaching us for three years. she has given us a lot of advice that made my thesis go smoothly. during the preparation of the paper, professor liu qixuan has guided me on my topic. she helpe

5、d me to make a clear blueprint of my thesis. i also wish to take this opportunity here to thank her. finally, i wish to thank our college, for she has provided us with essential reference books that make the writing of the thesis possible. ii 玉溪師范學(xué)院英語系本科生畢業(yè)論文 abstract based on the theory of the self

6、-assessment of teaching methodology and psychology of junior middle school students, this thesis first introduces the student self-assessment, the types of self-assessment and its application in english teaching. then it points out the importance for cultivating student self-assessment from the pros

7、pective of the psychological character of junior high school students and the effect of successful self-assessment. the methods of cultivating student self-assessment and teachers? role in cultivating it are also included in the thesis. key words: self-assessment; english teaching; cultivation iii 玉

8、溪師范學(xué)院英語系本科生畢業(yè)論文 摘 要 在英語新課程標(biāo)準(zhǔn)的實(shí)施過程中，培養(yǎng)學(xué)生的自我評價(jià)能力已經(jīng)得到了肯定，但尚未引起多數(shù)教師的足夠重視。本文根據(jù)英語教學(xué)法的評價(jià)理論和心理學(xué)關(guān)于初中生心理分析的理論，論述了學(xué)生自我評價(jià)能力在英語教學(xué)中的作用。闡述了幾種自我評價(jià)方式。同時(shí)，對如何培養(yǎng)學(xué)生的自我評價(jià)能力及在此過程中教師的角色也展開了進(jìn)一補(bǔ)的論述。 關(guān)鍵詞:自我評價(jià)能力;英語教學(xué);培養(yǎng) iv 玉溪師范學(xué)院英語系本科生畢業(yè)論文 contents 獨(dú)創(chuàng)性聲明 . i acknowledgements . iii abstract . iiiii 摘 要 . iiiv 1. introduction .

9、1 2. cultivation of students? self assessment ability . 1 2.1 reasons for cultivating student self-assessment . 1 2.2 classification of self-assessment. 4 2.3 methods of cultivating student self assessment . 10 2.4 teachers? role in the student self-assessment . 12 2.5 more attention to the student

10、self-assessment . 14 3. conclusion . 15 references . 16 玉溪師范學(xué)院英語系本科生畢業(yè)論文 1. introduction as self-assessment is not the content of the examination, it is often ignored by both teachers and students in english teaching. according to rod ellis (2000), self-assessment refers to the english learners? act

11、s that are used to identify their situation of study, including finding their knowledge deficiency and learning progress. the important role that self-assessment plays in english teaching shows that it can be applied to avoid some bias of teachers on students, and it can arouse students? interests a

12、nd make a spontaneous english study environment. it is necessary because teachers cannot evaluate all the students by the same rule and standard. and sometimes some of the students? traits cannot be displayed. their shortcoming of academic knowledge cannot be fully found from the homework or the tes

13、t. to complete the assessment system, the most effective way is to cultivate the learners? self-assessment ability, so that they can concentrate on their learning and make decisions on their future learning. 2. cultivation of students self assessment ability 2.1 reasons for cultivating student self-

14、assessment most of the time, the assessment is made by the teachers through the test or homework. then one problem exists. that is, few students would think about their study. and they would rarely study spontaneously, so they cannot make much more progress. the student self-assessment is one part o

15、f self-access and it is also required by the special psychology of junior high school students. cultivation of self-assessment becomes essential. if a self-assessment is made successfully, it will produce a great effect on english teaching and 1 玉溪師范學(xué)院英語系本科生畢業(yè)論文 learning. 2.1.1 requirement of self-a

16、ccess as is mentioned in the introduction, student self-assessment plays an important role in english teaching. first, cultivating the students? self assessment is the requirement of the self-access learning. self-access can be explained simply as the theory that students acquire second language spo

17、ntaneously. student self-access assessment is just a small scale of self-access. according to david gardner (2001), self-access is a new approach to studying for many learners, because a traditional feedback system has its own shortage, because it is a teacher-led education system. “student self-ass

18、essment can provide learners with feedback on how they are doing and may lead them to reassess their approach or to motivate them to further study. it can be seen as useful language practice and practice for taking examinations. we can see clearly that cultivating the ability of student self-assessm

19、ent is the requirement of the self-access. since self-access is an effective way of second language learning, self-assessment as an important part of self-access, is more necessary in english teaching. in modern education, much importance has been attached to the learner-centered education. gardner

20、and miller (2001) emphasize that students should be considered as the main part of education and should be given full freedom. this is a theory in accordance with the self-access theory. they also advocate that the self-assessment procedure involves learners in learning more than any other procedure

21、s do. self-access makes it possible that students can learn and assess whenever they want and wherever they are. “the primary purpose should be to provide information about the achievement of learners both in terms of absolute ability of any given time and in terms of 2 玉溪師范學(xué)院英語系本科生畢業(yè)論文 improvement

22、over a period of study (david gardner 2001)”. so cultivating the ability of self-assessment is an important process of self-access learning. it?s a necessary part of english teaching. 2.1.2 requirement of character of junior high school students what the students learn in junior high school is about

23、 the basic academic knowledge. meanwhile it is a period of making a foundation for a further learning in higher school. so it is the most important period to cultivate students? self-assessment ability. experienced teachers understand the special psychological character of the students in this perio

24、d and seize this opportunity to cultivate their self-assessment ability. from the perspective of psychology, it has been known that learners? independence in study improves with their age. that means their ability of self-learning is growing. one of the important reasons is that they want to be inde

25、pendent and to free themselves from their parents? control. they have possessed the ability of judgment. this is a critical period of forming their ability of self-assessment. the ability of self-learning produces more obvious effect on the result of learning. they can manage their learning activity

26、 independently (黃煜峰,1993). therefore, they need the self-assessment ability while they are learning by themselves. the effect of student self-assessment ability on learning is great, because the formation and development of their independent learning ability depends on their ways and procedure of le

27、arning. whether they can extract the experience from the mistake, or whether they can improve the way of learning after making mistakes is the key to improving. and in order to do that, they must learn how to assess their learning by themselves. that means the cultivation of self-assessment becomes

28、necessary during this period. 3 玉溪師范學(xué)院英語系本科生畢業(yè)論文 2.1.3 effect of successful self-assessment no matter how independent the junior high students are, it is a truth that they cannot control themselves most of the time. but once they have cultivated a habit of thinking, thinking about the procedure of s

29、tudy, they would have a successful self-assessment. that means once they have had enough experience and ability of self-assessment, they will get closed to the success, because they have the clearest goal of study. this is the key to the question. the practice of a successful self-assessment makes s

30、tudents have a clear direction of study. they can make a sound plan to make up for their shortage of knowledge. it can also motivate learners to do more or to change their study habit. when their progress has not been found by teachers, their self-assessment ability will work. then the students woul

31、d get the confidence and right assessment on themselves. they can make an exact decision on the further learning. what they should do or should not do will be clear. and the examination cannot reveal the problems and the students? achievement completely. for instance, in the examination, some of the

32、 students have too much pressure that they cannot complete the examination as usual or at their normal level. in this case, only the students can identify the real level of their knowledge. the successful self-assessment can help them analyze what they have mastered and what they have not. only by t

33、he self-assessment, teacher can get the objective information to meet students? needs. of course, this requires a perfect and successful self-assessment. it fully depends on what means the teacher use and how the teacher guide students to make the self-assessment. 2.2 classification of self-assessme

34、nt the ways to classify the self-assessment are different in different books and there are a lot of versions about it. in this thesis some normal and useful ones are displayed. they are: teacher-prepared assessment, learner-prepared assessment and portfolio assessment. 4 玉溪師范學(xué)院英語系本科生畢業(yè)論文 2.2.1 teach

35、er-prepared assessment teacher-prepared assessment includes not only in-home prepared materials but also in-class materials. teachers make all these materials after a unit or one day?s learning according to the content of the teaching. teachers can put some test on the self-assessment paper. after t

36、he test, teachers help students analyze what they have learnt. a teacher-prepared assessment paper of the test of the present tense is shown in the following table: 5 玉溪師范學(xué)院英語系本科生畢業(yè)論文 self-assessment of grammar before you start 1. please review the contents about the present tense on your notebook.

37、2. please record your starting time. the test section a select the correct answer 1. he _ to school every day of the week. (a) go (b)going (c)goes (d)is 2. _ joe and the other boys like swimming? (a)are (b)does (c)is (d)do section b correct the errors in the following text: most of the people in my

38、class likes swimming. each of us go swimming quite often. harry don?t go at all. he can?t even swim. i wants to teach him but i have no time. he need to learn sometimes, because it is useful when somebody are in dangerous in the river. after the test 1. if you were timing, how long did it take? 2. c

39、heck your answers. give yourself a score. how did you do? are you happy with your score? why? 3. if you did well on section a but not on section b, why is that? (it might mean you know the rules but are not good at applying them. if that is true, what are you going to do about it?) 6 玉溪師范學(xué)院英語系本科生畢業(yè)論

40、文 as the table above shows, teachers can write some questions that would be asked during the test. then they provide students with the possible suggestion to the questions. this enables students to find the way to assess their learning. in such kind of self-assessment, teachers know the information

41、about students? learning and their shortcoming. but it should be recognized students? special acts can not be avoided, as they want to gloss over their mistakes in order to get the appreciation from the teacher. and some students cannot understand what their teachers write down. so another way is to

42、 cultivate their own ability to make their own assessment paper, letting them prepare their own assessment according to their own abilities. 2.2.2 learner-prepared assessment “l(fā)earners can develop their own methods of self-assessment then administer and score the assessment themselves (david gardner

43、, 2001)”. when doing this, learners may need some guidance, but once they start, it will become easy for them to find the suitable ways of assessing themselves. and sometimes they know more about what are important and necessary for them. they can make the paper that they are interested in. they can

44、 also make varied and different style of assessment paper. if the condition permits, they can make the assessment paper in the groups, or they will make an oral test about what they have learned. then they would appreciate themselves with the result. when students? assessments of each other are acco

45、mpanied with assessments made by their teacher, a high level of correlation is established. and if they share their tests with each other, they can be familiar with the ability of each other. learner- prepared assessment makes it possible that nearly the whole class can and are willing to participat

46、e. this is the biggest advantage of it. and the learner-prepared assessment would be more delicate. it may include some subtler questions: is this test easy or difficult? is it useful for us? am i going to make another self-assessment? am i willing to share with my classmates? what do i need 7 玉溪師范學(xué)

47、院英語系本科生畢業(yè)論文 to do in the future? how i will award myself marks? these questions can be changed according to their interests and the language learning habit and the kinds of test. and the form of it can be free, since the form itself is not important. before they can do a perfect assessment paper, te

48、acher must lead them to their suitable way and teach them what should be written on the paper. 2.2.3 portfolio assessment portfolio assessment must be the most usual and practical assessments. it?s frequently used in student self-assessment and peer assessment (david nunan, 2001). but as far as this

49、 thesis is concerned, portfolio assessment has more effect on self-assessment. “the term portfolio? refers to a folder of work. portfolio assessment is an ongoing process of collecting materials for assessment (dorthy strickland, 2005).” though the portfolio assessment has been researched perfectly

50、and subtlety, the author still wants to display her extra opinion about it. few researchers attach importance on portfolio assessment in english learning. on the contrary, they emphasize students? all-round ability. english acquisition is a long procedure, which needs learners? collection and ongoin

51、g working on vocabulary, grammar, reading skill and others aspects. so a long-period assessment is useful for english learning. learner may decide, or perhaps be required, to keep a portfolio of their work for assessment. learners use their portfolio to gather evidence of their achievement over a pe

52、riod of time. their best sides are presented for assessment. the portfolio assessment is suitable for a final assessment. before making the portfolio, teacher should guide students to complete the contents of portfolio. “l(fā)earners should think about some issues, the need for a portfolio, the time req

53、uired to produce a portfolio, their selection of contents, the criteria for assessment (david gardner, 2001).” in fact, there are also some important issues that david gardner does not point out, such as the environment of making portfolio. teachers should put their suggestions, encouraging words on

54、 the first page. as is shown in the following figure, the first 8 玉溪師范學(xué)院英語系本科生畢業(yè)論文 page teacher made gives a clear blueprint for students to make portfolio assessment, and the encouragement for them in written form from the teacher can excite the students. making a self-assessment portfolio , self-a

55、ssessment portfolio is for you to show what you have been doing in self-learning, and the progress you have made. you should collect together things that help you do this. you should gather: 1. copies of your study plans for every test 2. result of tests you have taken 3. study dairy of short paragraphs recording your thought about what you l