“评测使用论证”框架对语言课程建设的启示  

The Application of Bachman's Assessment Use Argument to Language Curriculum Development

作　　者：方秀才[1,2] 

机构地区：[1]淮南师范学院外语系,安徽淮南232038 [2]上海外国语大学,上海200083

出　　处：《现代教育技术》2012年第4期83-87,共5页Modern Educational Technology

基　　金：2012年度教育部人文社科基金项目"词汇语法理论与基于语料库的中国英语语法教材编写研究--以‘词汇化句子’为例"(12YJC740017);2012年度安徽省教育厅人文社科项目"词汇语法一体性研究--对比英语母语及学习者语料库中三类‘词汇化句子’"(SK2012B439)研究成果之一

摘　　要：语言课程建设的理论历来把"评估"视为其必要环节之一,重视"评估"对整个过程的影响。Graves从社会教育情境视角提出了语言课程建设是由"计划"、"开展"和"评估"三个相互影响的环节组成的动态模式。这克服了之前"自上而下的专家模式"的不足,但是三个环节的动态循环、相互决定又给实际的课程建设和教学开展带来困难,难以保证教学开展的连贯性;各个环节的分工模糊、职能混乱;在课程建设的实践中可操作性不强。Bachman的"评测使用论证"框架(AUA)旨在指导语言"评测"的开发及其使用的合理性。鉴于语言课程建设和语言测试的理论都关注"评估"、"评测"效果的有益性和对课程建设的意义,文章在分析语言课程建设理论不足的基础上探讨AUA框架对于语言课程建设的启示。Theories of language curriculum development attach great importance to the impact of curriculum evaluation, regarding it as one essential section of the whole process. Graves （2008） put forward a social educational approach, regarding curriculum development as a dynamic process where the 3 stages of planning, enactment and evaluation move back and forth to inform and influence each other. The model overcomes many defects of the top-down specialist approach, but it is also flawed because it can not guarantee the consistency of curriculum enactment due to the dynamic relationship and function confusion of the 3 stages. The Assessment Use Argument （AUA） initiated by Bachman was intended to guide assessment development and the justification of the interpretation or decisions made from assessment outcomes. Both theories care about evaluation and its consequences on language teaching and learning. The commonness results in a possible application of AUA in curriculum development, and that is the focus of the paper.

关 键 词：BACHMAN “评测使用论证” AUA 语言课程建设 

分 类 号：G40-057[文化科学—教育学原理]