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1、英語寫作教學(xué)過程應(yīng)不僅包括教學(xué)和寫作過程更應(yīng)包括評價過程。而傳統(tǒng)英語寫作教學(xué)常采用單一的終結(jié)性教學(xué)評價,違背了“以學(xué)習(xí)者為中心”的教學(xué)理念,阻礙了學(xué)生創(chuàng)造性的發(fā)揮。與之相對的形成性評價則更加關(guān)注學(xué)生的寫作情感、態(tài)度和努力程度,注重對學(xué)生的寫作過程進(jìn)行評價。遺憾的是在我國的英語寫作教學(xué)中仍以終結(jié)性評價為主要的評價方式,形成性評價并沒有得到充分的重視。本研究旨在實(shí)施并驗(yàn)證形成性評價在以初中學(xué)生為授課對象的英語寫作教學(xué)中的有效性。
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