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形成性评估在英语系视听说教学之应用研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-25编辑:lgg点击率:4089

论文字数:39620论文编号:org201308241735332021语种:英语 English地区:中国价格:$ 66

关键词:英语专业视听说形成性评价听说能力

摘要:目前,形成性评价承认在教育领域,并已经做了很多的研究,在中国英语教学(英语教学作为一门外语)。然而,疑问和形成性评价的理论和实践研究主要开展对非英语专业学生,很少英语专业的。

Chapter 1 Introduction


1.1 Background of this study
教育改革不仅包括教学内容,教学模式和方法,但也评价。评价在大学英语教学和学习的重要组成部分。这是一个重要的方式为教师监控教学过程,实现教学目标。同时,它可以为学生提供反馈信息的研究。“不过,结构语言学的影响下,语言测试,旨在评估学习者的语言系统,如音素歧视,语法知识等的掌握,主要由选择题和完形填空通道“。(2003年汪湾蓁,)换句话说,很长一段时间的总结性评估已被用来作为教育评价的主要方式。即使它已经完全被人们所接受,它仍然有一些不足之处。正如徐吴晓邦(2003)所说的那样,“传统的评估是一折:1)评估,评估的内容,标准和工具是一个折叠。与传统的措施,如测试和小测验,作为唯一评审保留完全控制评估的标准和手段的,强加给学生的老师;2)评估的功能是一折。Education reform does not only include teaching content, teaching mode and method,but also the evaluation. Evaluation is an important part in university English teaching andlearning. It is a crucial way for the teachers to monitor the teaching process and realizeteaching goals. Meanwhile, it can offer students with feedback information of study.“However, under the influence of the structural linguistic, language tests were designed toassess learners’ mastery of linguistic system such as phoneme discrimination, grammaticalknowledge etc., mainly by multiple choice and cloze passage” . (Wang Wanzhen, 2003) Inother words, for a very long time summative Assessment has been used as a dominating wayin education evaluation. Even it has been totally accepted by people, it still has somedeficiencies. As Xu Xiaobang(2003) puts it, “traditional Assessment is one-folded: 1) theassessors, contents, criteria and tools of assessment are one-folded. With traditionalmeasures, such as tests and quizes, teachers as the only assessors retain complete control ofthe criteria and means for assessment and impose them on students; 2) the function ofassessment is one-folded. Summative assessment play the identifying and selectivefunctions, which discourages students a lot by ranking in public or in private; 3) the testingitself often produces such anxiety with the student that he is unable to think clearly.” Thus,“the portrayal of educational progress of learners by the traditional assessment strategiesand the improvement of learning is severely limited by the lack of demonstrable positiveimpacts of assessment upon learning, the lack of comprehensiveness of current assessmentstrategies, and the lack of contextual reference, and the lack of negotiation by adults asdeterminers with the learners” (Murphy & Torrance, 1991). Obviously, the traditionalsummative assessment mode goes against “humanistic concept” of current educationreform, and hinders students’ development.
Fortunately, scholars and linguists have realized that only summative assessmentapplied to language teaching has become an obstacle to language teaching and learning.Recently, many researches have been done to apply formative assessment to the educationassessment system both at home and abroad. Thus, many works have been published todescribe the nature and process of formative assessment in classroom evaluation, to elaborate the advantages of formative assessment in both learning and teaching. Forexample, Classroom-based Evaluation in Second Language Education by Genesee &Upshur (2000) provides a framework for understanding formative assessment in secondlanguage assessment; Formative Assessment and Science Education by Bell B. and B.Cowie (2001) documents the findings of a research project that investigated the ways inwhich teachers and students used formative assessment to improve the teaching andlearning of science in some New Zealand classroom; Formative Assessment Research inEnglish Classroom by Luo Shaoqian (2003) elaborates the significance and ways offormative assessment in langu论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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