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1、单 位 代单 位 代 码码 10445 学学 号号 2009021371 分类分类号号 H319 研究生类别研究生类别 全日制全日制 硕 士 学 位 论 文 论论 文文 题题 目目A Study of Formative Assessment on the Cultivation of Autonomous Learning Ability in Non-English Majors of Vocational Colleges 形成性评价对高职高专非英语专业学生自主学习能力培养的研究形成性评价对高职高专非英语专业学生自主学习能力培养的研究 学科专业名学科专业名称称 课程与教学论课程与教学论(
2、 (英语英语) ) 申申 请请 人人 姓姓 名名 王文娟王文娟 指指 导导 教教 师师 王王 杰杰 教授教授 论文提交时论文提交时间间 20201212 年年 6 6 月月 7 7 日日 A Study of Formative Assessment on the Cultivation of Autonomous Learning Ability in Non-English Majors of Vocational Colleges By Wang Wenjuan Under the Supervision of Professor Wang Jie Submitted to Colleg
3、e of Foreign Languages In Candidacy for the Degree of Master of Education Shandong Normal University Jinan, Shandong China June 2012 独独 创创 声声 明明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成 果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表 或撰写过的研究成果，也不包含为获得 （注：如没有其他需要特别声 明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对 本研究所做的任何贡
4、献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解 学校学校 有关保留、使用学位论文的规定，有权保留并向 国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学学 校校 可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印 或扫描等复制手段保存、汇编学位论文。 （保密的学位论文在解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期：2012 年 月 日 签字日期：2012 年 月 日 山东师范大学硕士学位论文 Contents Abstract Abstract
5、in Chinese List of Abbreviations List of Figures and Tables Chapter One Introduction.1 Chapter Two Literature Review.3 2.1 Formative Assessment3 2.1.1 Definition of Formative Assessment3 2.1.2 Characteristics of Formative Assessment4 2.1.3 Functions of Formative Assessment4 2.1.4 Tools of Formative
6、Assessment.5 2.1.5 Comparison between Formative Assessment and Summative Assessment10 2.2 Researches on Formative Assessment11 2.2.1 Theoretical Basis of Formative Assessment11 2.2.2 Researches on Formative Assessment Abroad13 2.2.3 Researches on Formative Assessment at Home.14 2.3 Autonomous Learni
7、ng Ability15 2.3.1 Definition of Autonomous Learning Ability15 2.3.2 Theoretical Basis of Autonomous Learning Ability16 2.3.3 Reasons for Cultivating Autonomous Learning Ability.17 2.3.4 Ways of Promoting Autonomous Learning Ability.18 2.3.5 Formative Assessment and Autonomous Learning Ability19 Cha
8、pter Three Methodology21 3.1 Research Questions.21 3.2 Participants21 3.3 Instruments 21 3.3.1 Classroom Observation.21 山东师范大学硕士学位论文 3.3.2 Interviews22 3.3.3 Questionnaires 22 3.3.4 Dialogue Journals. 22 3.3.5 Portfolios 23 3.3.6 Test.23 3.4 Procedures.23 3.4.1 Pre-test.23 3.4.2 Application of Forma
9、tive Assessment.23 3.4.3 Post-test.24 Chapter Four Data Collection and Analysis.25 4.1 Data Collection and Analysis on Observations25 4.2 Data Collection and Analysis on Interviews27 4.3 Data Collection and Analysis on Questionnaires.29 4.4 Data Collection and Analysis on Dialogue Journals35 4.5 Dat
10、a Collection and Analysis on Portfolios.37 4.6 Data Collection and Analysis on Test42 Chapter Five Implications and Suggestions 46 5.1 Implications and Suggestions for Teachers46 5.2 Implications and Suggestions for Students46 5.3 Implications and Suggestions for Setting of Curriculum.47 Chapter Six
11、 Conclusion.49 Bibliography 52 Appendix: Questionnaire to Students57 Appendix: Interview Questions58 Appendix: Pre-test Paper.59 Appendix: Post-test Paper66 Appendix: Pre-test Results. 73 Appendix: Post-test Results75 Published Paper.77 Acknowledgements78 山东师范大学硕士学位论文 I Abstract Basic Requirements o
12、f Vocational College English Teaching formulated that language testing should not only assess students English knowledge but also their ability of using the language. However, different from undergraduates, most vocational college students English level is poor to some extent. Whats worse, most of t
13、hem do not have autonomous learning ability, which also impedes their promotion of integrated skills. As we all know, in English teaching, scientific and rational assessment can not only boost teaching itself but also stimulate students learning motivation. In addition, formative assessment mainly emphasizes on assessing students English knowledge, the use of language kno
