首页--文化、科学、教育、体育论文--中等教育论文--各科教学法、教学参考书论文--外语论文--英语论文

形成性自我评价在改进高中生英语阅读元认知策略中的实验研究

Abstract第6页
摘要第7-10页
Chapter 1 Introduction第10-17页
    1.1 Background of the study第10-13页
    1.2 Research questions第13-14页
    1.3 The significance of the research第14-16页
    1.4 The structure of the thesis第16-17页
Chapter 2 Literature Review第17-33页
    2.1 Formative assessment第17-20页
        2.1.1 The definition of formative assessment第17-18页
        2.1.2 The types of formative assessment第18-20页
    2.2 Formative self-assessment第20-23页
        2.2.1 Definitions of formative self-assessment第20-21页
        2.2.2 Benefits of formative self-assessment第21-22页
        2.2.3 Implementation principles of formative self-assessment第22-23页
    2.3 Meta-cognitive learning strategies in reading第23-27页
        2.3.1 Definition of reading第23页
        2.3.2 Definitions of meta-cognitive learning strategies第23-24页
        2.3.3 Meta-cognitive reading strategies第24-27页
    2.4 Related studies on formative self-assessment in improving reading meta-cognitive strategies第27-32页
        2.4.1 Related studies on formative self-assessment in improving reading meta-cognitive strategies abroad第27-29页
        2.4.2 Related studies on formative self-assessment in improving reading meta-cognitive strategies in China第29-32页
    2.5 Summary第32-33页
Chapter 3 Research Methodology第33-41页
    3.1 Research hypotheses第33页
    3.2 Research subjects第33-34页
    3.3 Research instruments第34-36页
        3.3.1 Questionnaire第34-35页
        3.3.2 Tests第35页
        3.3.3 Interview第35-36页
    3.4 Research procedure第36-37页
    3.5 A sample lesson plan第37-41页
Chapter 4 Results and Discussions第41-59页
    4.1 Reading meta-cognitive planning strategies of senior high school students improved with formative self-assessment第41-45页
        4.1.1 Analysis of the pre-questionnaire of EC and CC第41-42页
        4.1.2 Analysis of the post-questionnaire of EC and CC第42-43页
        4.1.3 Comparison of the Independent sample T test of reading meta-cognitive planning strategies in EC and CC before and after experiment第43-45页
    4.2 Reading meta-cognitive monitoring strategies of senior high school students improved with formative self-assessment第45-50页
        4.2.1 Analysis of the pre-questionnaire of EC and CC第45-47页
        4.2.2 Analysis of the post-questionnaire of EC and CC第47-48页
        4.2.3 Comparison of the Independent sample T test of reading meta-cognitive monitoring strategies in EC and CC before and after experiment第48-50页
    4.3 Reading meta-cognitive evaluation strategies of senior high school students improved with formative self-assessment第50-54页
        4.3.1 Analysis of the pre-questionnaire of EC and CC第50-51页
        4.3.2 Analysis of the post-questionnaire of EC and CC第51-52页
        4.3.3 Comparison of the Independent sample T test of reading meta-cognitive evaluation strategies in EC and CC before and after experiment第52-54页
    4.4 Senior high school students’ reading meta-cognitive strategies improved with formative self-assessment第54-59页
        4.4.1 Data analysis of the pre-test第54-55页
        4.4.2 Data analysis of the post-test第55-56页
        4.4.3 Data analysis of the Paired-samples statistics of pre-test and post-test in EC第56-59页
Chapter 5 Conclusion第59-65页
    5.1 Major findings第59-62页
    5.2 Implications of the research第62-63页
    5.3 Limitations and suggestions for further study第63-65页
Bibliography第65-70页
Appendices第70-85页
    Appendix 1 高中生在阅读中元认知策略使用频率的形成性自评问卷第70-72页
    Appendix 2 高中生运用形成性自我评价改进阅读元认知策略的访谈提纲第72-73页
    Appendix 3 Papers for Pre-test第73-79页
    Appendix 4 Papers for Post-test第79-85页
Acknowledgements第85页

论文共85页,点击 下载论文
上一篇:高中英语教师整合技术的学科教学知识现状调查研究
下一篇:“以读促写”在高中英语写作教学中的应用研究