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香港中学英语改革对于学生的影响研究 英文PDF|Epub|txt|kindle电子书版本下载
- 高满满著 著
- 出版社： 北京：清华大学出版社
- ISBN：9787302414131
- 出版时间：2015
- 标注页数：306页
- 文件大小：42MB
- 文件页数：325页
- 主题词：高中－英语课－教学改革－研究－香港－英文
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图书目录
Chapter 1 Introduction1
1.1 Origins of the Study1
1.2 Rationale of the Study2
1.3 Research Questions4
1.4 Methodological Approach of This Study5
1.5 Organization of the Book6
Chapter 2 Hong Kong English Assessment Reform:Impact on Students'Attitudes and Anxiety7
2.1 Overview7
2.2 Testing and Assessment in Hong Kong7
2.2.1 Hong Kong Testing and Assessment System7
2.2.2 Examination Culture in Hong Kong9
2.2.3 The Paradigm Shift of Assessment System in Hong Kong11
2.3 Theoretical Rationale of the Assessment Reform13
2.3.1 Assessment for Learning13
2.3.2 Formative Use of Summative Assessment18
2.3.3 Teacher-based Assessment22
2.4 The Reform:School-based Assessment24
2.4.1 The Development and Rationale of SBA25
2.4.2 The Format of SBA27
2.4.3 Problems and Difficulties Confronting SBA30
2.4.4 Students in SBA33
2.5 The Impact of Assessment on Students34
2.5.1 Testing and Motivation for Learning34
2.5.2 The Impact of Teacher-based Assessment on Students36
2.6 Students'Attitudes Towards Assessment39
2.6.1 Students'Voices40
2.6.2 Students'Conceptions of Assessment41
2.6.3 Assessment Attitudes of Hong Kong Students44
2.7 Anxiety in Assessment45
2.7.1 The Prevalence of Anxiety in Assessment45
2.7.2 What is anxiety？47
2.7.3 Anxiety:Positive or Negative？50
2.8 Summary53
Chapter 3 Research Design55
3.1 Introduction55
3.2 Mixed Methodology55
3.2.1 Methodological Considerations55
3.2.2 Pragmatism and Mixed Methods Research59
3.2.3 Mixed Methods Research Typology60
3.3 Stage One—The Pilot Case Study64
3.3.1 Overview64
3.3.2 Research Questions64
3.3.3 Research Methods64
3.3.4 Summary66
3.4 Stage Two—Large-scale Questionnaire67
3.4.1 Overview67
3.4.2 Research Questions67
3.4.3 Data Collection67
3.4.4 Data Analysis70
3.4.5 Summary70
3.5 Stage Three—Case Study71
3.5.1 Overview71
3.5.2 Research Questions71
3.5.3 Data Collection72
3.5.4 Data Analysis75
3.5.5 Summary76
3.6 Ethics Concems76
3.7 Trustworthiness77
3.7.1 Triangulation77
3.7.2 Member Checks78
3.7.3 Reflections on My Role as a Researcher78
3.8 Summary80
Chapter 4 Stage One—Ethnographic Case Study81
4.1 Overview81
4.2 The School Context82
4.3 Mediation of the Teacher83
4.3.1 Teaching Belief84
4.3.2 Mediation of SBA—Underlying Principles85
4.3.3 Mediation of SBA—Practice88
4.3.4 Summary93
4.4 Students'Voices in SBA93
4.4.1 What did students think of SBA？93
4.4.2 How anxious were students about SBA？103
4.5 Summary110
4.5.1 Summary of Findings110
4.5.2 Implications for Further Stages112
Chapter 5 Stage Two—Large-Scale Questionnaire115
5.1 Overview115
5.2 Development of the Major Instrument115
5.2.1 Development Procedure116
5.2.2 The Instrument117
5.2.3 Summary122
5.3 Questionnaire Pilot122
5.3.1 Descriptive Analysis123
5.3.2 Reliability125
5.3.3 Correlations126
5.3.4 Summary128
5.4 Results of the Main Study129
5.4.1 Background Information129
5.4.2 Descriptive Analysis of Major Variables131
5.4.3 Reliability and Factor Analysis140
5.4.4 Correlation146
5.4.5 Group Differences149
5.4.6 Multiple Regression Analyses152
5.5 Summary of Findings154
5.5.1 Students'Attitudes Towards SBA154
5.5.2 Students'Anxiety About SBA157
5.5.3 The Relationship Between Attitudes Towards and Anxiety About SBA158
5.5.4 Implications for the Next Stage159
Chapter 6 Stage Three—Case Study in School B161
6.1 Overview161
6.2 The School161
6.3 Teacher's Mediation of SBA163
6.3.1 Teacher's Mediation of SBA—Principles163
6.3.2 Teacher's Mediation of SBA—Practice165
6.4 Students'Attitudes Towards SBA170
6.4.1 Accountability170
6.4.2 Improvement171
6.5 Students'Anxiety About SBA174
6.5.1 The School174
6.5.2 TheTeacher175
6.5.3 Class Atmosphere180
6.6 Students'Preparation for SBA182
6.6.1 Self-preparation183
6.6.2 Peer Cooperation and Rehearsal184
6.7 Summary of Findings187
Chapter 7 Stage Three—Case Study in School C189
7.1 Overview189
7.2 The School189
7.3 Teacher's Mediation of SBA191
7.3.1 Teacher's Mediation of SBA—Principles191
7.3.2 Teacher's Mediation of SBA—Practice194
7.4 Students'Attitudes Towards SBA199
7.4.1 Accountability199
7.4.2 Improvement203
7.4.3 Enjoyment205
7.5 Students'Anxiety About SBA206
7.5.1 The School207
7.5.2 The Teacher208
7.5.3 Class Atmosphere210
7.6 Students'Preparation for SBA212
7.6.1 Self-preparation212
7.6.2 Rehearsal with Teachers213
7.6.3 Peer Cooperation214
7.6.4 Tutorial School216
7.7 Summary of Findings218
Chapter 8 Synthesizing Quantitative and Qualitative Findings221
8.1 Overview221
8.2 What were students'attitudes towards SBA？222
8.2.1 Improvement222
8.2.2 Accountability225
8.2.3 Enjoyment229
8.2.4 Summary230
8.3 To what extent did students experience anxiety in SBA？232
8.3.1 Anxiety About SBA232
8.3.2 The Relationship Between Students'Attitudes towards and Anxi-etyAbout SBA236
8.3.3 Summary238
8.4 How did the contextual conditions affect students'attitudes towards and anxiety about SBA？240
8.4.1 SBA Context at the School Level241
8.4.2 Teachers'Mediation of SBA243
8.4.3 Summary251
8.5 Summary252
Chapter 9 Conclusion253
9.1 Introduction253
9.2 Students'Perspectives on SBA253
9.3 Complexity of Assessment Impact256
9.4 Implications262
9.5 Limitations and Further Research267
References271
Appendix 1:The Questionnaire Used in Stage Two288
Appendix 2:SBA Assessment Criteria294
Appendix 3:SBA Assessment Record299
Appendix 4:Factor Loadings for Items in Students'Attitudes Towards SBA302
Appendix 5:Item-level Reliability Statistics303