高考对高三阅读教学的反拨作用

论文摘要

语言测试的反拨效应是应用语言学的一个新兴研究领域。它指的是测试对教学的影响。虽然前语言学家和教育学家早在四十年前就己经注意到正面/负面反拨效应的存在,但是直到二十世纪九十年代反拨效应才引起语言学家广泛的关注。目前它已成为语言测试和语言教学领域理论和实证研究的焦点。它被广泛地认为对语言教学具有强大的影响力,尤其是重大的考试更是如此。本论文就语言测试领域中这一受到普遍关心的问题,即测试对教学反拨作用进行了研究。其研究的问题是全国高考英语测试(NMET)对高三阅读教学的反拨效应。其研究的目的是:(1)揭示NMET对高三阶段英语阅读教学产生的反拨效应及其性质;(2)揭示NMET对高三学生的学习行为和学习观念的反拨效应;(3)通过对以上现象的研究,就如何提高NMET对高三阅读教学的积极反拨作用提出教学的和试题性建议。本论文通过课堂观察、面试调查、问卷调查三种研究方法,就NMET对高中英语教学的反拨作用进行了研究,着重阐明了NMET对高三英语阅读教和学积极和消极的反拨作用,以及对教师教学观念、教学方法、学生学习观念、学习方法的影响。本论文分成五个部分:第一章,引言部分,介绍本论题研究的目的、意义和方法;第二章,文献综述部分,介绍英语测试与英语教学的相关理论,如:测试效度,反拨作用理论,阅读理论和NMET试题设计的理论基础等等;第三章,本次研究的设计;第四章,NMET对高中英语阅读教学的反拨作用调查,通过问卷调查、课堂观察法,访谈得出大量的数据,制成图表,并通过充分而又客观的反映NMET对高中英语阅读教学的正负反拨效应;第五章,根据研究结果提出一些提高NMET对阅读教学正面反拨作用的建议,也对NMET阅读测试卷提出建议,最后论述了本研究的局限性和对今后高三阅读教学的启示。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Background
• 1.2 Research Questions
• 1.3 Significance of the study
• 1.4 Organization of the thesis
• Chapter Two Theoretical Basis
• 2.1 Theoretical Concerns of Validity
• 2.1.1 Qualities for a good test
• 2.1.2 Definition of Validity
• 2.1.3 Types of Validity
• 2.2 Brief Introduction to NMET
• 2.2.1 Historical Development of NMET
• 2.2.2 Structure of the NMET
• 2.2.3 Special Requirements of Reading Comprehension Tests of NMET
• 2.2.4 Characteristics of Reading Tests of NMET
• 2.3 Overview of Theories on Reading Comprehension Tests
• 2.3.1 Nature of Reading
• 2.3.2 Reading Skills
• 2.3.3 Three Models of Reading Process
• 2.3.4 Schema Theory
• 2.3.5 Reading Comprehension Tests Formats
• 2.3.6 Selection of Reading Materials
• 2.4 Empirical Studies into Reading Comprehension Tests
• 2.4.1 Foreign Empirical Studies
• 2.4.2 Domestic Empirical Studies
• 2.5 Research into wash-back
• 2.5.1 Definition of wash-back
• 2.5.2 Nature of wash-back
• 2.5.3 Classifications of Wash-back
• 2.5.4 Proposals to Promote Beneficial Wash-back
• 2.5.5 Summary
• Chapter Three The Design of the Present Study
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Data collection procedure of the SQ and The TQ
• 3.4 Research approaches and Method
• 3.5 Summary
• Chapter Four Findings and Discussions
• 4.1 What is the situation of English reading teaching and learning at present?
• 4.1.1 The content of reading teaching for SeniorⅢ
• 4.1.2 Students' motivation of English Learning
• 4.1.3 What are the problems in reading comprehension?
• 4.2 What are the causes of the reading problems existing in teachers and students?
• 4.2.1 What are the teachers' problems in teaching reading comprehension?
• 4.2.2 What are the students' problems in learning reading comprehension?
• 4.2.3 The common problems of teachers and students
• 4.3 What are Positive And Negative Effect of Tests of NMET on Reading Teaching?
• 4.4 Major Factors Affecting the Nature of Washback of NMET
• 4.4.1 Test use affecting the nature of washback of the NMET
• 4.4.2 The influence of the selecting use on the goal of learning affecting the nature of washback of the NMET
• 4.4.3 The influence of the evaluating use on the goal of teaching affecting the nature of washback of the NMET
• 4.4.4 The enfeebled directing use affecting the nature of washback of the NMET
• ChaPter Five The aPPlieation of the result of the researeh to the teaehing and learning of reading
• 5.1 Some suggestion on the unsolved problems in reading teaching and learning to achieve beneficial washback effect of NMET reading test
• 5.2 Some suggestions for the Testing Service Centre to achieve beneficial washback effect of NMET reading test
• 5.3 Limitations of the study
• 5.4 Recommendations and Implications for Future English Reading Teaching and Learning
• References
• Appendix Ⅰ 课程标准及教学大纲对高中英语阅读教学的要求
• Appendix Ⅱ 2006年普通高等学校招生全国统一考试英语试卷（福建卷:阅读题）
• Acknowledgement