通过英语写作档案袋评价促进高中生反思性学习的分析-analysis of promoting senior high school students reflective learning through portfolio assessment of english writing.docxVIP

II II Abstract Among the researches into reflective learning, most achievements are from foreign researchers, while most of the research in China is limited to introduction to reflective learning, with few empirical studies spotted. Portfolio assessment, one of the formative assessment tools advocated by New Course Reform, is gradually applied by some scholars in teaching. Confronted with the fact that students of Zhejiang are passive in writing practice and on average they can only obtain scores as low as 14.8（Wang, 2009）on article writing in the university entrance examination, the researcher aims this study at cultivating the reflective function of portfolios to keep learners reflective in English writing practice, eventually enhancing learners’ writing competence. In this thesis, three factors, reflective learning, portfolio assessment for writing and metacognitive strategies are elaborated and associated in this way: The reflective activities throughout the portfolio assessment are metacognitive activities, an effective learning strategy, which contributes to the improvement of reflective ability and English writing capability. The study is conducted in two classes of Grade Two in a key Senior Middle High School in the city of Shaoxing, which lasts one year. In the control class, the teacher proofreads and marks students’ articles. In contrast, students of the experimental class participate in writing portfolio assessment. Students are helped to prepare portfolios and are required to collect language resources for writing and samples in order to develop their reflective thinking through self-review and peer review. Quantitative Instruments are adopted: a questionnaire for reflective thinking, pre- and post writing competence tests, a questionnaire about writing in English and another for portfolio assessment. Main qualitative Instruments include conference notes, self-assessment checklists and peer review checklists. The data are analyzed with the so