大学教学的形成性评价实验初探——以“英语视听说”课程为例  

An Exploration of the Formative Assessment in "Watching, Listening,Speaking" Course of English for Undengraduates

作　　者：刘莉丽[1] 廖甫[1] 

机构地区：[1]重庆理工大学外国语学院,重庆400054

出　　处：《大学教育科学》2010年第6期36-39,共4页University Education Science

基　　金：重庆市高等教育教学改革研究项目"大学英语课堂小组式合作学习的实验与评价探究"(0822078)

摘　　要：评价是大学英语课程的重要组成部分,建立科学的评价机制是实现课程要求的重要保障。大学《英语视听说》课程是一门实践性极强的课程,重在对学生的英语应用能力的培养。在"英语视听说"课程教学中,针对该门课程的特殊性,进行评价改革实验,突破终结性评价方式,创建形成性评价机制,有着重要的意义。通过评价,能使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,有助于学生反思和调控自己的学习过程,促进学生综合语言运用能力的全面发展;亦能通过教学的反馈信息,促进教师反思、调整教学,不断提高教育教学水平。Assessment is one of the important components of College English courses. The establishment of a scientific assessment mechanism is an important guarantee of realizing the course requirements. ＂Watching, Listening and Speaking＂ is a course with its practical characteristics, which lays the importance on the cultivation of students＇ English applying competence. In this course, the reforming experiment of assessment and the establishment of formative assessment mechanism are of significance in the development of integrated linguistic competence of students and enhancement of teachers ＇ ability to reflect, adjust and instruct students, based on the feedbacks.

关 键 词：大学 英语视听说 评价 改革 实验 

分 类 号：G642[文化科学—高等教育学]