师生合作评价对高中生英语写作焦虑的影响研究

【作者】 赵丽；

【导师】 王秀卿；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 评价是写作教学过程中重要的一环。《普通高中英语课程标准(2017年版2020年修订)》强调教学评价过程中必须注重评价主体的多元化和评价形式的多样化,让学生充分参与到评价的过程中。文秋芳(2016)提出“师生合作评价”,强调以学习为中心,以学生为主体,融合了自我评价、同伴互评和教师评价,充分体现了评价主体多元化。写作焦虑是影响学生英语写作能力的重要因素,也深刻影响着学生的写作过程和写作结果。评价具有促学效果,相关研究表明评价方式与写作焦虑密切相关。现有研究关注了师生合作评价对英语写作教学效果的影响,但对写作焦虑的影响尚未给予充分的关注与探讨。鉴于此,本研究将师生合作评价引入高中英语写作课堂,旨在探讨师生合作评价对高中生英语写作焦虑的影响。本研究试图回答以下两个问题:(1)师生合作评价对高中生英语写作焦虑是否有影响?如果有,有怎样的影响?影响的原因是什么?(2)师生合作评价对不同英语水平高中生的英语写作焦虑的影响是否有差异?如果有,有怎样的差异?造成差异的原因是什么?本研究选取济宁市某县区高中高一年级的两个平行班作为研究对象,实验班采用师生合作评价方式,对照班采用传统评价方式。本研究采用实验法与访谈法,借助SPSS 26.0对相关数据进行量化分析。研究历时3个月,共进行8轮写作讲评。通过对数据的分析和讨论,本研究发现:(1)师生合作评价能有效降低高中生英语写作焦虑,其中,对回避行为、构思焦虑、自信忧虑和课堂教学焦虑四个焦虑因子均有显著缓解作用。原因包括师生合作评价帮助学生巩固了语言知识,强化了语言输入,提高了学生的语言水平,并且创设了轻松愉悦的学习氛围,减轻了学生的压力。(2)师生合作评价对不同英语水平高中生英语写作焦虑所产生的影响不一致,其中,对中分组的影响最大,其次是高分组,而对低分组的写作焦虑没有显著影响。原因如下:对中分组学生而言,师生合作评价能够吸引其积极参与讨论,并关注典型样本和评价焦点,在很大程度上帮助其缓解写作焦虑。而中分组学生本身写作焦虑程度最高,因而其焦虑降低程度最显著;对高分组学生而言,师生合作评价提高了其自信,降低了写作焦虑,但因为其焦虑程度本身不高,所以焦虑程度的降低不及中分组;而低分组学生由于其英语水平的限制,且对写作任务存有畏惧心理,因而其写作焦虑并未有效降低。基于以上研究发现,本研究提出如下建议:教师在写作教学中可适当采用师生合作评价,设置清晰明确的评价焦点,创设轻松愉悦的学习氛围;同时关注不同英语水平学生的学习需求,因材施教,缓解学生的英语写作焦虑。本研究存在一些不足之处,研究样本数量较少,研究周期较短,且未能关注学生其他个体差异对研究结果可能造成的影响。本研究表明师生合作评价能够有效缓解高中生的英语写作焦虑,为高中英语写作教学提供理论与实践参考。更多还原

【Abstract】 Evaluation is a significant part of the writing teaching process.The English Curriculum Standards for General High Schools(2017 Edition,revised in 2020)requires that teaching evaluation must concern the diversification of evaluation subjects and evaluation forms,so that students can fully participate in the evaluation process.In 2016,Wen Qiufang proposed"Teacher-Student Collaborative Assessment(abbreviated as TSCA)",which emphasizes learning-centered and student-centered teaching principle,and integrates self-evaluation,peer evaluation and teacher evaluation,fully reflecting the diversification of evaluation subjects.Writing anxiety is a crucial factor in affecting students’ writing.Evaluation can promote students’ learning,and relevant studies show that the evaluation method is closely related to the writing anxiety.Although many studies have concerned the effect of TSCA on teaching effectiveness,the practical impact of TSCA on writing anxiety has not been given enough attention and explored.Thus,this study applies TSCA to English writing teaching class of senior high school,aiming to explore the influence of TSCA on English writing anxiety of senior high school students.The following two research questions are explored.(1)How does TSCA influence senior high school students’English writing anxiety?And what are the reasons?(2)Is there any difference in the impact of TSCA on English writing anxiety of senior high school students with different English competence?If yes,what are they?What accounts for the difference?Two parallel classes in the first grade of a senior high school in Jining City were selected as the research objects.TSCA was employed at the experimental class,while the traditional evaluation method was used at the control class.The experimental method and interview method were used to collect research data,which was analyzed by using SPSS 26.0.The research lasted for three months,and eight rounds of TSCA were conducted.By analyzing and discussing the data,the findings are as follows.(1)TSCA can effectively reduce senior high school students’ English writing anxiety,in which avoidance behavior,conceiving anxiety,lack of confidence,and classroom teaching anxiety all decreased significantly.The reasons include that TSCA helps students consolidate their language knowledge,strengthens their language input,improves their language proficiency,and creates a relaxing and enjoyable learning atmosphere,which reduce their stress.(2)The impact of TSCA on the writing anxiety of senior high school students with different English competence is different,in which the biggest reduction is on the middle-proficiency students,followed by the high-proficiency students,and there is no effective reduction on the low-proficiency students.The reasons for this are as follows:For the middle-proficiency students,TSCA attracted them to actively participate in the discussion and pay attention to the typical samples and the focus of the assessment,which effectively alleviated their writing anxiety.While they had the highest level of English writing anxiety,so that their English writing anxiety decreased the most significantly.For the high-proficiency students,TSCA improved their self-confidence and reduced their writing anxiety,but because their anxiety level itself was not as high as the middle,then the reduction of anxiety was not as big as that of the middle.The low-proficiency students still dreaded the writing task due to the limitation of their English competence,so that their writing anxiety did not decrease significantly.Based on the above findings,the following suggestions were put forward in the study:TSCA can be one of the options in writing lesson.Teachers can set clear and explicit evaluation focus,and create a relaxing and enjoyable learning atmosphere.At the same time,teachers are supposed to pay attention to the learning needs of students with different English competence,and teach students in accordance with their aptitude and abilities to alleviate their writing anxiety.There are some shortcomings in this study,such as small sample size,short research period,and the failure to concern the possible impact of other individual differences on the research results.This study shows that TSCA can effectively reduce senior high school students’ English writing anxiety,providing theoretical and practical reference for English writing teaching in senior high school.更多还原