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香港中学英语改革对于学生的影响研究:英文pdf/doc/txt格式电子书下载

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香港中学英语改革对于学生的影响研究:英文pdf/doc/txt格式电子书下载

书名:香港中学英语改革对于学生的影响研究:英文pdf/doc/txt格式电子书下载

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作者:高满满著

出版社:清华大学出版社

出版时间:2015-11-01

书籍编号:30285624

ISBN:9787302414131

正文语种:英文

字数:630260

版次:1

所属分类:外语学习-中小学英语

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香港中学英语改革对于学生的影响研究:英文pdf/doc/txt格式电子书下载








内容简介


本书针对香港考试体系改革中新增部分——由老师组织并评分的“两年多考”的校本评述,研究其对学生态度和焦虑两个因素的影响。书中采用混合研究方法,对香港7所中学500余名中学生进行问卷调查,并在3所学校进行个案研究,深入探究校本评核对学生的影响及其形成机制,尤其是评核本身形成性和终结性双重身份之间的冲突在考试影响中的作用。

Acknowledgements


I had been told again and again about the hardship of PhD study before I came to the University of Hong Kong, but fortunately, mine turned out to be a fruitful and rewarding process thanks to the support of many people.


First and foremost, I owe special thanks to my supervisors for their wonderful supervision. Without their help, it would not be possible for me to complete this study. Prof. Liz Hamp-Lyons, my real \"primary supervisor\", has inspired me with intelligent questions which pushed me to jump out of my little circle and to know the big world. Most important of all, I would thank her for her unwavering faith in me. My thanks also go to my real \"co-supervisors\": Prof. Chris Davison (2006-2008) has led me to this privileged university and to the interesting field of research; and Prof. Steven Andrews (2008-2010) has been very amiable and helpful to me; whenever I was stuck with a problem, he was always there.


I would like to thank my MA supervisor Professor Zhang Wenxia for her lifelong guidance, which teaches me how to be a devoted academic and also an upright person.


I would like to thank my panel members Dr. David Carless and Dr. Raymond Lam for their constructive comments on my research. Thanks should be given to Prof. Lyle Bachman, Dr. Vivien Berry, Dr. Gavin Brown, Dr. Liying Cheng, Prof. Antony Kunnan, Dr. Jasmine Luk, Ms. Nicole Tavares for their valuable advice, help and encouragement for my research. I am indebted to all the teachers and students who participated in my research, especially to Raymond, Monica and Jason for their timely and warm help. Special thanks go to Wendy Leung who gave me tremendous help in recruiting schools.


To my dear friends Chen Chen, Coco, Emily, Karri, Lu Lu, Mumu, Maggie, Maodou, Susan, Xie Ailei, Yang Xinrong, Wenshu, Ying, Ning Huan, and Snow, thank you all for walking me through the colorful four-year time.


Special thanks should be given to School of Foreign Studies at Anhui University for your generous and enduring support and care. The book is sponsored by three projects, i.e.,教育部本科专业改革综合试点项目(安徽大学外语学院英语专业),安徽省振兴计划高水平大学建设项目(安徽大学),安徽省教育振兴计划优秀青年人才基金重点项目(05201357).


Last but not least, I would like to thank my family. My thanks go to Mom who always teaches me to listen to my heart and pursue the dream, and to Dad from whom I inherited perseverance and discipline. Thank my sister and my little nephew for bringing tons of joy and comfort to my life. Thank my husband for his everlasting trust, love and care that helped to keep my mind in work.

Preface
The Hong Kong SAR has undergone significant assessment and examination reform in recent years. Firstly, it has reduced the two public exams, i.e., HKCEE (Hong Kong Certificate of Education Examination) and HKALE (Hong Kong Advanced Level Examination) to one only, HKDSE (Hong Kong Diploma of Secondary Education Examination). Secondly, it has incorporated what it has termed school-based assessment into its high-stake public exams based on Assessment for Learning paradigm. In this book, Dr. Gao Manman makes visible to readers how the tensions between Assessment for Learning and the kind of examination culture famously found in many Asian countries and regions, including Japan, Mainland China and Hong Kong SAR are manifested in teachers\' implementation of SBA, and in turn how this change impacts on students.
In Mainland China too, secondary school students\' academic life is determined by one examination—gao kao, which has exerted powerful washback on teaching and learning and teachers and learners. Mainland China is now planning a major reform of its assessment and examination system, aiming to build a more flexible and comprehensive system. In the English subject exam, instead of taking a single English test at the end of their three-years of secondary school, there are plans to develop tests targeted to different types of students, and chances for students to re-take the tests. While this is only a very modest change, it moves in a promising direction.
English Language school-based assessment, as developed by the team at the University of Hong Kong between 2006-2011, provides multiple opportunities to assess students\' oral English proficiency in ways that are not possible through traditional formal exams. More than that, it embraces some unique features of Assessment for Learning: it is teacher-mediated, dynamic, and interactive, which to a large extent challenges the implicit examination beliefs and practices of Hong Kong teachers and students.
As a student from Mainland China, Manman spent four years studying for a PhD at the University of Hong Kong, where she assisted the School-based Assessment team, collected quantit

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