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高考对高三阅读教学的反拨作用

作　者: 刘若岚
导　师: 陈素英
学　校: 福建师范大学
专　业: 学科教学
关键词: NMET 反拨作用阅读教学阅读测试
分类号: G633.3
类　型: 硕士论文
年　份: 2008年
下　载: 192次
引　用: 1次
阅　读: 论文下载

内容摘要

语言测试的反拨效应是应用语言学的一个新兴研究领域。它指的是测试对教学的影响。虽然前语言学家和教育学家早在四十年前就己经注意到正面/负面反拨效应的存在,但是直到二十世纪九十年代反拨效应才引起语言学家广泛的关注。目前它已成为语言测试和语言教学领域理论和实证研究的焦点。它被广泛地认为对语言教学具有强大的影响力,尤其是重大的考试更是如此。本论文就语言测试领域中这一受到普遍关心的问题,即测试对教学反拨作用进行了研究。其研究的问题是全国高考英语测试(NMET)对高三阅读教学的反拨效应。其研究的目的是:(1)揭示NMET对高三阶段英语阅读教学产生的反拨效应及其性质;(2)揭示NMET对高三学生的学习行为和学习观念的反拨效应;(3)通过对以上现象的研究,就如何提高NMET对高三阅读教学的积极反拨作用提出教学的和试题性建议。本论文通过课堂观察、面试调查、问卷调查三种研究方法,就NMET对高中英语教学的反拨作用进行了研究,着重阐明了NMET对高三英语阅读教和学积极和消极的反拨作用,以及对教师教学观念、教学方法、学生学习观念、学习方法的影响。本论文分成五个部分:第一章,引言部分,介绍本论题研究的目的、意义和方法;第二章,文献综述部分,介绍英语测试与英语教学的相关理论,如:测试效度,反拨作用理论,阅读理论和NMET试题设计的理论基础等等;第三章,本次研究的设计;第四章,NMET对高中英语阅读教学的反拨作用调查,通过问卷调查、课堂观察法,访谈得出大量的数据,制成图表,并通过充分而又客观的反映NMET对高中英语阅读教学的正负反拨效应;第五章,根据研究结果提出一些提高NMET对阅读教学正面反拨作用的建议,也对NMET阅读测试卷提出建议,最后论述了本研究的局限性和对今后高三阅读教学的启示。

全文目录

中文摘要  2-3
Abstract  3-4
中文文摘  4-7
Synopsis  7-15
Chapter One Introduction  15-19
  1.1 Background  15-17
  1.2 Research Questions  17
  1.3 Significance of the study  17-18
  1.4 Organization of the thesis  18-19
Chapter Two Theoretical Basis  19-51
  2.1 Theoretical Concerns of Validity  19-24
    2.1.1 Qualities for a good test  19-20
    2.1.2 Definition of Validity  20-21
    2.1.3 Types of Validity  21-24
  2.2 Brief Introduction to NMET  24-28
    2.2.1 Historical Development of NMET  24-25
    2.2.2 Structure of the NMET  25
    2.2.3 Special Requirements of Reading Comprehension Tests of NMET  25-26
    2.2.4 Characteristics of Reading Tests of NMET  26-28
  2.3 Overview of Theories on Reading Comprehension Tests  28-37
    2.3.1 Nature of Reading  28-29
    2.3.2 Reading Skills  29-30
    2.3.3 Three Models of Reading Process  30-32
    2.3.4 Schema Theory  32-33
    2.3.5 Reading Comprehension Tests Formats  33-35
    2.3.6 Selection of Reading Materials  35-37
  2.4 Empirical Studies into Reading Comprehension Tests  37-41
    2.4.1 Foreign Empirical Studies  37-39
    2.4.2 Domestic Empirical Studies  39-41
  2.5 Research into wash-back  41-51
    2.5.1 Definition of wash-back  41
    2.5.2 Nature of wash-back  41-45
    2.5.3 Classifications of Wash-back  45-47
    2.5.4 Proposals to Promote Beneficial Wash-back  47-50
    2.5.5 Summary  50-51
Chapter Three The Design of the Present Study  51-55
  3.1 Research Questions  51-52
  3.2 Subjects  52
  3.3 Data collection procedure of the SQ and The TQ  52-53
  3.4 Research approaches and Method  53-54
  3.5 Summary  54-55
Chapter Four Findings and Discussions  55-78
  4.1 What is the situation of English reading teaching and learning at present?  55-60
    4.1.1 The content of reading teaching for SeniorⅢ  55-57
    4.1.2 Students' motivation of English Learning  57-58
    4.1.3 What are the problems in reading comprehension?  58-60
  4.2 What are the causes of the reading problems existing in teachers and students?  60-71
    4.2.1 What are the teachers' problems in teaching reading comprehension?  60-66
    4.2.2 What are the students' problems in learning reading comprehension?  66-70
    4.2.3 The common problems of teachers and students  70-71
  4.3 What are Positive And Negative Effect of Tests of NMET on Reading Teaching?  71-74
  4.4 Major Factors Affecting the Nature of Washback of NMET  74-78
    4.4.1 Test use affecting the nature of washback of the NMET  74-75
    4.4.2 The influence of the selecting use on the goal of learning affecting the nature of washback of the NMET  75
    4.4.3 The influence of the evaluating use on the goal of teaching affecting the nature of washback of the NMET  75-76
    4.4.4 The enfeebled directing use affecting the nature of washback of the NMET  76-78
ChaPter Five The aPPlieation of the result of the researeh to the teaehing and learning of reading  78-88
  5.1 Some suggestion on the unsolved problems in reading teaching and learning to achieve beneficial washback effect of NMET reading test  78-83
  5.2 Some suggestions for the Testing Service Centre to achieve beneficial washback effect of NMET reading test  83-85
  5.3 Limitations of the study  85
  5.4 Recommendations and Implications for Future English Reading Teaching and Learning  85-88
References  88-92
Appendix Ⅰ 课程标准及教学大纲对高中英语阅读教学的要求  92-93
Appendix Ⅱ 2006年普通高等学校招生全国统一考试英语试卷(福建卷:阅读题)  93-98
Acknowledgement  98-99

高考对高三阅读教学的反拨作用

内容摘要

全文目录

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