【作者】 彭静；

【导师】 黄菊；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 2020年6月,国家颁布评价法《普通高中英语课程标准(2017年版)》强调要处理好教、学、评的关系。而对英语续写任务进行有效评价不仅对读后续写教学实践有着重要的反拨作用,同时对教师的自身评价素养也提出了挑战。《深化新时代教育评价改革总体方案》(中共中央国务院2020)、《普通高中英语课程标准(2020)》和《义务教育英语课程标准(2022)》等多个教育政策文件的颁布对中小学英语教师的评价素养提出了更高的要求,因此,探索提升英语教师评价素养的方法和路径成为研究重点之一(肖杨田、潘鸣威,2020)。同时,随着新高考改革的推进,重庆市于2021年进入新高考改革试点,其中英语学科试卷一显著的变化为增加了读后续写新题型。其背后深层次的目的则是全面考察学生的语言能力、文化意识、思维品质和学习能力等学科核心素养。然而,面对新题型,对于进入新高考试点的第一批重庆师生,由于教师前期未接受过相关培训,教材中叙事类文本占比极小,学生在基础教育阶段鲜有接触叙事类文本,在进行读后续写教学实践的过程中,师生的教学评过程都存在较多问题。基于前人对读后续写写作模式的理论创设,其协同效应、促学效应的探讨,本文结合Xu&Brown提出的语言评价素养概念框架以及Engestrom提出的活动理论和拓展学习循环圈理论,尝试解决以下三个研究问题:1.两位高中教师进行读后续写教学的不同阶段教师写作评价素养有何变化?2.在读后续写教学过程中,教师写作评价素养变化的特点是什么?3.教师写作评价素养受哪些因素的影响?本文运用叙事研究方法,描摹记录重庆市某重点中学高三年级英语备课组的一名资深教师和青年教师在读后续写新题型改革下开展相应的教学实践尝试过程中教师写作评价素养发生的变化,教师对于评价构念、方法的逐步摸索和掌握过程,自我身份的认识转变过程,并进一步探讨教师写作评价素养变化的特点以及影响教师写作评价素养发展的因素。最终本研究得出以下发现:读后续写教学对于教师写作评价素养发展有积极影响,具体表现为一,两位老师的评价理论知识均在实践中实现科学概念与日常概念的汇聚融合;其二,两位老师对读后续写评价的认知在实践中不断深化,情感维度上都经历了从质疑观望到认同的渐进过程;其三,两位老师均能在评价实践在调整中和自身教学理念趋于统一;其四,两位教师都随着实践的不断深入经历了从被动的参与者到主动的探索者、反思者、研究者的转变。同时,两位教师在发展上的共性说明教师评价素养发展具有阶段性和动态性,而两位老师在发展上的差异说明教师评价素养发展具有语境性,受到自身作为学习者经历的影响以及共同体活动中角色地位的影响。本文尝试探讨语言评价素养框架理论和拓展学习圈理论下读后续写写作模式的“促教效应”,并为教师教学实践与评价提供实践参考,增强教师对于新题型教学评价的理解与信心,发挥读后续写教学对教师的评价素养提升作用,具有一定理论和实践意义。更多还原

【Abstract】 In June 2020,the state promulgated the evaluation law "General High School English Curriculum Standards(2017 Edition)",which emphasizes the need to handle the relationship between teaching,learning and evaluation.The effective evaluation of English continuation task not only has an important counter-effect on the teaching practice of continual writing,but also poses a challenge to teachers’ self-assessment literacy.The promulgation of a number of educational policy documents,such as the Overall Plan for Deepening the Reform of Educational Evaluation in the New Era(2020 by the Central Committee of the Communist Party of China and the State Council),the English Curriculum Standards for General High Schools(2020)and the English Curriculum Standards for Compulsory Education(2022),have put forward higher requirements for the evaluation literacy of English teachers in primary and secondary schools,so exploring the methods and paths to improve the evaluation literacy of English teachers has become one of the research focuses(Xiao Yangtian and Pan Mingwei,2020).Meanwhile,with the advancement of the new college entrance examination reform,Chongqing entered the pilot reform of the new college entrance examination in 2021,in which one of the significant changes in English subject paper is to add new exercise type – continual writing.The deep-seated purpose behind it is to comprehensively examine students’ core competencies such as language ability,cultural awareness,thinking quality and learning ability.However,in the face of the new exercise type,for the first batch of Chongqing teachers and students who entered the new high school examination center,problems are prominent in the teaching evaluation process.Because the teachers had not received relevant training in the early stage.Otherwise,with the extremely small proportion of narrative texts in the textbooks,students rarely had contact with narrative texts in the primary education stage.This paper combines the conceptual framework of language assessment literacy proposed by Xu & Brown and the activity theory and extended learning cycle circle proposed by Engestrom,in order to solve the following three research questions: 1.What are the changes in the writing evaluation literacy of two high school teachers at different stages of post-reading and writing teaching? 2.What are the characteristics of the changes in teachers’ writing evaluation literacy in the process of reading and writing teaching? 3.What factors affect teachers’ writing evaluation literacy?This paper uses narrative research methods to examine the changes in teachers’ writing evaluation literacy in the process of a senior teacher and young teacher in the English preparation group of a key middle school in Chongqing under the reform of reading and writing new question types,the gradual exploration and mastery of teachers’ evaluation ideas and methods.Finally,this study draws the following findings:the teaching of reading and writing has a positive impact on the development of teachers’ writing evaluation literacy,which is manifested in the following ways: first,the evaluation theory knowledge of the two teachers realizes the convergence and integration of scientific concepts and daily concepts in practice;Second,the two teachers’ cognition of reading and writing evaluation has been deepened in practice,and both have experienced a gradual process from questioning and waiting to recognition in the emotional dimension.Third,both teachers can make the evaluation practice and their own teaching philosophy tend to be unified in the adjustment;Fourth,both teachers have undergone a transformation from passive participants to active explorers,reflectors,and researchers with the deepening of practice.At the same time,the similarities in the development of the two teachers indicate that the development of teachers’ evaluation literacy is staged and dynamic,while the differences in the development of the two teachers indicate that the development of teachers’ evaluation literacy is contextual,which is affected by the learners’ own experience and the development of the teacher community.This paper attempts to explore the "teaching promotion effect" of continual writing under the framework theory of language assessment literacy and the theory of extended learning circle,and provide practical reference for teachers’ teaching practice and evaluation,enhance teachers’ awareness and confidence in new exercise type assessment,and gives play to the role of continual writing teaching in improving teachers’ assessment literacy,which has certain theoretical and practical significance.更多还原