评价表对初三学生化学实验方案写作表现的影响

Effects of Error Checklist on Ninth Grade Students’ Writing Performance of Experiment Schemes

以60名初三学生为研究参与者，了解教师在自行设计的物质鉴别和检验实验方案评价表中控制反馈信息数量时，对不同学业水平学生的实验方案写作表现（写作得分和写作自我效能）的影响。研究发现，不管教师是否向学生反馈具体的作答错误，低分组均显著提高写作得分和一般提高写作自我效能，而且实验班低分组在后测的写作得分显著高于对照班低分组。当教师反馈具体的作答错误，高分组仅显著提高写作自我效能。最后提出若干教学和研究建议。

An error checklist of substances identification and test experiment scheme was de- signed to evaluate students~ written outcome and get students＇ feedback. The aim of this study was to investigate the effects of feedback on experiment scheme score and writing self-efficacy of students of different achievement levels. The 60 ninth grade students participated in this study. The experimental class received experiment scheme scores and error types but control class only scores. The results of this study were as followed： （1） low score groups of experimental class and control class scored in experiment scheme post-test significantly higher than in pre-test, low score groups of experimental class scored in post-test significantly higher than control class; （2） low score groups of experimental class and control class scored in writing self-efficacy post-test higher than in pre-test, high score group of experimental class scored in post-test significantly higher than in pre-test. Adviees of instruction and research were proposed.