大学英语自主学习形成性评估实证研究  

An Empirical Study of Formative Assessment in College English Autonomous Learning

作　　者：陆巧儿[1] 李力[1] 

机构地区：[1]浙江万里学院基础学院,浙江宁波315101

出　　处：《宁波大学学报（教育科学版）》2012年第5期108-111,共4页Journal of Ningbo University(Educational Science Edition)

基　　金：宁波市2011年教育科学规划研究课题(YGH063);浙江省教育厅2009年度科研项目(Y200803838)

摘　　要：自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。Learners＇ autonomy requires the learners to monitor their learning process and evaluate the learning results, which does not fit for the traditional summative assessment. The formative assessment for autonomous learning is composed of student portfolio evaluation, teacher＇s evaluation and students＇ self-assessment and peer assessment. The findings concluded from two experiment classes teaching demonstrate that monitoring and managing the students＇ autonomous learning process in the formative assessment can stimulate learners＇ motivation and interest, contribute to the formation of their learning strategies and cultivate their autonomy ability.

关 键 词：自主学习 形成性评估 大学英语教学 

分 类 号：G423.07[文化科学—课程与教学论]