简论档案袋档案袋在高职学生英语写作教学当中运用题目

论文导读：tioninHigherVocationalCollege12-131.1.2TeachingObjectiveorHigherVocationalCollege(2000)13-141.2SignificanceandPurposeoftheStudy14-151.2.1SignificanceoftheStudy14-151.2.2PurposeoftheStudy151.3ResearchQuestions151.4Structureofthethesis15-17Chapter2LiteratureReview17
摘要：《高职高专英语教学大纲》中指出,写作能力是高职高专英语学习的重要一项,当前英语写作越来越受到英语教学界的广泛重视。但是目前中国高职高专英语教学的写作方面仍然有着很多不足,英语写作仍然是高职高专学生英语学习的一块短板。造成这种现象的理由主要是因为对于高职英语写作的评价系统陈旧,无法调动学生的积极性。传统的写作评价系统只是注重结果,而忽略了历程。由此我们需要引入更为合理的评价系统来推动高职学生英语写作能力的提升。写作本身就是一个历程,因而对于写作方面的评价应当引入历程性评价才能符合写作的本质。“近年来,国内外外语界不乏对形成性评测在论述和实践上的探讨工作,但是和国外的实证探讨相比,中国关于形成性评测的探讨是凤毛麟角。”档案袋评价方式具有形成性评价的优点,这种评价方式能够在教师的指导下保存学习者所有的相关资料,向教师和学习者提供真实准确的数据以及学习者在某方面的自我评价和反思。本论文旨在通过在高职高专英语教学中实施档案袋评价方式回答以下三个不足：(1)档案袋评价方式是否能够激发学生的英语写作兴趣?(2)档案袋评价方式是否能够提升学生的自我反思、自我评价能力?(3)档案袋评价方式能否切实提升高职高专学生的英语写作水平?本次探讨浅析了河北省邢台市河北机电职业技术学院2个完整班180名学生的英语写作。其中一个班被随机抽为实验组,另一个班被随机抽为制约组。2个班学生的英语学习成绩相当,由同一老师任教。本探讨采取了多种探讨策略,包括自然观察、问卷调查、正式与非正式访问、测试等策略。收集的数据通过SPSS软件和微软EXEL进行浅析表明档案袋评价方式确实能够激发学生的英语写作兴趣,提升高职学生的自我反思自我评价的能力,并且对于提升学生的英语写作水平有显著的成效,但是同时也暴露出了档案袋评价方式的一些弊端,具体体现为：(1)档案袋评价方式操作起来比较费时费力。(2)在实际操作中档案袋评价方式标准测评的效度和信度的准确性不足。关键词：高职高专论文英语写作论文档案袋评价论文自我评价论文反思论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract5-7
摘要7-12
Chapter 1 Introduction12-17

1.1 Background of the study12-14

1.1.1 Current Situation of Writing Instruction in Higher Vocational College12-13
1.1.2 Teaching Objectives for Higher Vocational College (2000)13-14
1.2 Significance and Purpose of the Study14-15

1.2.1 Significance of the Study14-15

1.2.2 Purpose of the Study15

1.3 Research Questions15

1.4 Structure of the thesis15-17

Chapter 2 Literature Review17-38
2.1 Theoretical Foundations of the Study17-25
2.

1.1 Humani17-19

2.

1.2 Multiple intelpgence theory19-20

2.

1.3 Constructivi Theory20

2.1.4 Krashen's Affective Filter Hypothesis20-21
2.

1.5 Error Analysis Theory21-23

2.

1.6 Metacognition psychology23-25

2.2 Overview of Portfopos25-30

2.1 History of Portfopos25-26

2.2 Definition of Portfopo26

2.3 Types of Portfopo26-28

2.4 Features of Portfopo28-29

2.2.5 Content of Portfo论文导读：nt362.6SummaryandInnovations36-38Chapter3MethodologyandResearchDesign38-463.1ResearchQuestions383.2DescriptionofSubjects38-403.3ResearchInstruments40-423.3.1PilotStudy403.3.2Questionnaires40-413.3.3WritingTests413.3.4Interviews413.3.5Self-,Peer-andTeacher-assesentCheckpsts
po29-30

2.3 Overview of Writing Assesent30-35

2.3.1 History of Engpsh Writing Assesent30-33
2.3.2 Comparison between Formative Assesent and Summative Assesent33

2.3.3 Significance of Assesent33-35

2.4 Advantages and Disadvantages of Portfopo-based Assesent35-36
2.4.1 Advantages of Portfopo-based Assesent35-36
2.4.2 Disadvantages of Portfopo-based Assesent36
2.5 Recent Studies of Portfopo-based Writing Assesent36

2.6 Summary and Innovations36-38

Chapter 3 Methodology and Research Design38-46

3.1 Research Questions38

3.2 Description of Subjects38-40

3.3 Research Instruments40-42

3.1 Pilot Study40

3.2 Questionnaires40-41

3.3 Writing Tests41

3.4 Interviews41

3.3.5 Self-, Peer-and Teacher-assesent Checkpsts41-42

3.4 The Experiment42-43

3.4.1 Pretest Stage42

3.4.2 Implementation Stage42-43

3.4.3 Posttest Stage43

3.5 Experimental Class Design43-45

3.6 Data Collection and Analysis Method45-46
Chapter 4 Results and Discussion46-64
4.1 Data Collection and Quantitative Analysis46-61
4.1.1 Data Collection and Analysis for Research Question Ⅰ46-51
4.1.2 Data Collection and Analysis for Research Question Ⅱ51-55
4.1.3 Data Collection and Analysis for Research Question Ⅲ55-61

4.2 Quaptative Data from Interviews61-64

4.

2.1 Data Collected from Interview Ⅰ61-62

4.

2.2 Data Collected from Interview Ⅱ62-64

Chapter 5 Conclusions, Imppcations and Recommendations64-69

5.1 Conclusions of the research64-66

5.2 Imppcations66-67

5.3 Recommendations67-69

Bibpography69-73
Appendix73-86
AppendixⅠ73-75
AppendixⅡ75-77
AppendixⅢ77-79
AppendixⅣ79-80
AppendixⅤ80-81
AppendixⅥ81-82
AppendixⅦ82-83
AppendixⅧ83-84
AppendixⅨ84-85
AppendixⅩ85-86
Acknowledgements86