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A Study of Oral English Assessment based on TBL Model in Rural Midddle School

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Abstract

Chapter 1 Introduction

1.1 The aim of study

1.2 The significance of this thesis

1.3 The present situation of oral English teaching in rural middle school

1.4 The current statement of ELT assessment

Chapter 2 Literature Review

2.1 The theory of TBL

2.2 The oral English teaching based on TBL

2.3 Assessment

2.4 The application of assessment in oral English class

2.4.1 Definition of formative assessment

2.4.2 Characteristics of Formative Assessment

2.4.3 Principles

2.4.4 The types of formative assessment

2.5 Other types of formative assessment

2.6 The means of self-assessment

Chapter3.Research Design

3.1 Hypothesis

3.2 Research method

3.2.1 Research variables

3.2.2 The guiding principle of the study

3.2.4 Treatment

3.2.5 Instruments of the study

3.3 The procedures of the study

3.4 Data-collection

3.5 Limitations

Chapter4.Results and Discussion

4.1 The results of assessment in the oral English tests

4.1.1 The analysis of the reliability and validity of the test

4.1.2 The analysis of the results of the two groups in the two tests

4.2 The result of the questionnaire by using the assessment in the oral English teaching

4.3 Analysis of the pre-test and post-test

4.4 Findings

4.5 Discussions

Chapter 5 Conclusion

5.1 conclusion

5.2 Findings

5.3 Implications

5.4 Limitations

5.5 Suggestions for Language Teaching

References

Appendix

教师评价学习档案袋表

Acknowledgements

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摘要

素质教育要求学生具备语言综合运用的能力,要求教师运用任务型教学模式引领课堂教学,让学生在教师精心准备下的,可调控的层层任务中获得语言知识与实践能力,真正培养学生学会使用语言,热爱语言。而在初中英语课堂上要把任务型教学模式融入于英语教学的听、说、读、写四项技能的每一个环节当中,并取得很好的教学效果并非一件易事。尤其是在听、说环节,说的难度总是一直困扰学生的学和教师的教。本文要求教师在课堂教学中遵循任务型教学特点,结合农村学生学习现状,研究如何更好地培养学生的英语口头表达和交际能力,形成有效的口语课堂教学评价,以便于更好地实践素质教育理论,这在现行的课程改革中显得尤为重要.基于以上理论,本文作者对农村初中八年级学生为研究对象,通过研究评价,尤其是形成性评价在农村英语口语课堂教学中的应用,并使形成性评价理论贯穿于任务型教学的过程。本文就如何在初中口语课堂教学中实施评价进行了研究,并对实验结果进行统计和分析,以此来论证口语课堂教学评价对于改善和提高学生口语表达和交际能力的有效率,并证明在口语课堂教学中评价的必要性,合理性和可行性。

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