The Study on Using Dynamic Assessment to the Junior High English Remedial Teaching —Concept Learning of Passive Voice

• Main Authors: Ching-yi Le, 李靜宜
• Other Authors: Dr. Jinmeei Kuo
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/q9789z

碩士 === 明道大學 === 教學藝術研究所 === 97 === Based on the theory of dynamic assessment, the aim of this research is to develop a dynamic assessment hint system in the unit of passive voice. This system may help the junior high English underachievers to optimize their best potential with the standardized hint level context in learning the concept of the unit mentioned above. The research may also help teachers to attain the goal of “No child left behind.” The period of the research lasts for one month. The subjects of the research are 56 junior high students in third grade. As the need of the research steps, the subjects reduce gradually. All 56 students take the pretest, and then they are divided into two groups. 32 students who do not master the pretest have to continue to receive standardized prompting. 20 students need more prompts and 12 do not. Finally, these 32 students take posttest at the end of the research. The statistical methods which are employed in this study are descriptive analysis and T-test. The main results are as follows: I. Using dynamic assessment to the junior high English remedial teaching is effective. II. Using dynamic assessment to the junior high English remedial teaching can distinguish the differences of learning capability. III. Comparing to static assessment, using dynamic assessment to the junior high English remedial teaching can diagnose the learning problems. At last, the researcher provides some suggestions for teaching, assessment, and future study according to the results.