高中英语教师写作评价素养现状的个案研究  

Exploring the status quo of high school English teachers’Writing Assessment Literacy:A case study

作　　者：张琳涛 杨鲁新[1] ZHANG Lintao;YANG Luxin

机构地区：[1]北京外国语大学

出　　处：《外语教育研究前沿》2023年第3期64-72,96,共10页Foreign Language Education in China

基　　金：国家社会科学基金一般项目“新时代卓越外语教师培养模式研究”(项目编号:19BYY220)的阶段性研究成果。

摘　　要：本研究采用质性个案研究方法,通过收集多种数据,基于Lam(2019)和Xu&Brown(2016)提出的分析框架,对两位高中英语教师的写作评价素养现状进行了深入探究。研究发现,教师写作评价素养呈现复杂性与情境性特征。丰富的写作评价实践性知识帮助教师获得了较高的自我效能,树立了以评促学的评价观念,使教师对写作构念有了较为正确的认识。受制于学生人数、考试频次等特定情境因素,教师的评价情绪较为负面。在实践方面,两位教师主导了评价实践,但都努力利用评分标准、学生范文等评价资源来促进学生的元评价认知发展,积极践行以评促学理念。本研究对外语/二语教师写作评价培训的设计与开展具有重要启示。Adopting a qualitative case study approach,this study collected multiple data to explore the status quo of two high school English teachers’Writing Assessment Literacy(WAL),based on an adapted framework from Lam(2019)and Xu&Brown(2016).Data analysis highlighted the complexity and contextualization of teachers’WAL.The two participants gained relatively higher self-efficacy,established the notion of Assessment for Learning(AfL),and formed a proper understanding of writing constructs,resulting from their rich practical knowledge of writing assessment.However,inhibited by contextual characteristics such as a large number of students and frequent examinations,they expressed negative emotions towards assessment.During assessment practices,the two participants played a dominant role,but they both strived to implement the notion of AfL via utilizing various assessment tools such as rubrics and model essays,to promote students’cognitive development in meta-assessment.This study provides implications for designing and implementing training for foreign language writing assessment.

关 键 词：写作评价素养 高中英语教师 个案研究 教师培训 

分 类 号：H319[语言文字—英语]