【作者】 陈静；

【导师】 缪海涛； 唐炜；

【作者基本信息】 扬州大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 SOLO(Structure of the Observed Learning Outcome——可观察的学习成果结构)分类评价理论为澳大利亚心理学家约翰·比格斯(Biggs)及其同事凯文·科里斯(Collis)1982年所创立,把学生的知识和能力发展水平分为5个等级。该评价法能够更好地反映学生语言知识的掌握及语言的使用情况,因此可以更直观、准确地体现学生的语言能力发展水平。目前,此评价方法尚未广泛应用于高中英语写作教学。因此,笔者通过为学生提供基于SOLO分类评价法的动态反馈,从语言、组织和内容三个方面对学生英语写作进行指导和提升,以此提高高中生英语写作的态度和能力。基于SOLO分类评价理论和布鲁姆的教育测试分类理论,本研究旨在回答以下两个问题:(1)在结构,语言和内容上,基于SOLO分类评价法的动态反馈对高中学生写作能力有何影响?(2)基于SOLO分类评价法的动态反馈对高中学生的写作自信心和态度有何影响?本研究主要采用实验、问卷调查和访谈等研究方法。实验研究选取某城市高中二年级两个班的学生作为研究对象,其中一个班为实验班,另一个班为对照班。研究工具为前测和后测。前后测数据收集分别于2019年3月和6月进行,并通过SPSS软件分析数据,以检验实验班和对照班学生在实验前后写作能力上是否存在显著差异。问卷和访谈的对象均来自以上两个班级学生。问卷由作者本人设计,并通过计算频率与百分比等描述性方式进行数据分析。研究显示,通过在英语写作教学中应用基于SOLO分类评价法的动态反馈,学生在篇章结构、语言和内容方面的写作能力均得到了提高,P值分别为0.000,0.006和0.000。同时,本方法也激发了学生英语写作热情和表达欲。问卷分析结果表明,学生英语写作的自信心和态度的sig值为.000低于.05,这说明教学实验后应用SOLO分类评价法的动态反馈对实验班学生的英语写作自信心和态度的提高有积极的影响。本研究的启示是:高中英语写作教学可以合理利用SOLO分类评价法的动态反馈,以便于更准确的评估学生的写作发展水平;通过动态调整写作任务、写作教学内容、优化教学设计,使写作教学更具针对性,更好地适应学生们的需要。更多还原

【Abstract】 The SOLO(Structure of the Observed Learning Outcome)Taxonomy is a model developed by John B.Biggs and Kevin F.Collis(1982)to describe students’ increasing complexity in understanding and use of knowledge in 5 levels.This five-level taxonomy assessment method can better represent the students’ mastery of language knowledge and their ability to use the language,and can therefore more accurately reflect the level of students’ development of language abilities.So far,this method has not been widely applied in senior high English writing teaching.Therefore,the author seeks to provide SOLO-based Dynamic Feedback for students in English writing teaching so as to explore its effect on senior high school students’ English writing attitude and abilityBased on SOLO taxonomy assessment theory and Bloom’s educational goal taxonomy theory,this study seeks to address the following two questions:(1)What is the effect of SOLO-based dynamic feedback on senior high school students’ writing ability in terms of organization,language,and contents?(2)What is the effect of SOLO-based dynamic feedback on senior high school students’ writing confidence and attitude?Three research methods were employed in this study:experiment,questionnaire and interview.In the experiment,the two parallel classes in the 2nd grade in an urban senior high school were selected as participants for a semester.One was the experimental class,and the other was the control class.The instruments involved were the pre-test and the post-test.The data were collected in March and June,2019 respectively.Between the experimental class and the control class,the SPSS was used as data analysis to find out if there was any significant difference in the students’ writing.Questionnaire survey and interview involved all or part of the students from the two classes mentioned above.The questionnaire was designed by the author herself.Data was collected and then analyzed,through statistical description in terms of frequency and percentageThe research shows that SOLO-based dynamic feedback can help improve students English writing ability in organization,language and contents with p=0.000,0.006 and 0.000 respectively.Meanwhile,it can also help stimulate students’ enthusiasm and desire for expression in English writing.Next,during this research,the results of the questionnaires show that sig.about the confidence and the attitude is.000 which is lower than.05,indicating that in the experimental class,the SOLO-based dynamic feedback has significantly positive effects on the confidence and the attitude of the students in the English writing.The enlightenment of this study is that the current English writing teaching in high school can make use of SOLO-based dynamic feedback English writing to evaluate students writing development level more accurately.With dynamic adjustment of writing tasks and writing teaching contents,and improvement of the teaching design,the writing teaching will be more targeted and therefore can better serve the needs of students.更多还原