An Investigation on Chinese Elementary and Secondary School English Teachers' Perceptions on AWE as Formative Assessment Tools  

关于中国中小学英语教师对英语写作智能评价系统作为形成性考核工具的教学理念的现状调查(英文)

作　　者：冯雪[1] 唐锦兰[1] 

机构地区：[1]北京外国语大学网络教育学院

出　　处：《Chinese Journal of Applied Linguistics》2012年第1期80-98,129,共20页中国应用语言学（英文）

基　　金：funded by a key MoE project titled "Using Automated Writing Assessment in China EFL Classrooms"(Project number:GFA097005)

摘　　要：The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.为在教学中有效使用写作自动评价系统(Automated Writing Evaluation, AWE),本文对目前中小学教师的教学模式和教学理念进行调查。结果表明,教师计算机技能熟练,对新技术的引进感兴趣。对形成性评价内涵以及教师在机辅教学中的作用有初步的了解。教师的主要顾虑有 :不熟悉系统所用的写作评价标准 ;不了解自动评价系统融入教学的教法 ;担心全英文界面系统对中国学生的适切性以及项目实施是否会占用太多时间等。基于此,本文提出教学设计以及教师培训等建议。

关 键 词：automated writing evaluation formative assessment English writing elementary and secondary school English teaching 

分 类 号：G633.41[文化科学—教育学]