形成性评价在英语专业阅读课教学中的运用——基于布卢姆教育目标分类体系的读写教学模式探究  

A Study of Reading-Writing Model Based on Bloom's Taxonomy of Educational Objectives

作　　者：杨泓[1] 周红[1] 

机构地区：[1]嘉兴学院外国语学院,浙江嘉兴314001

出　　处：《丽水学院学报》2013年第1期98-106,共9页Journal of Lishui University

基　　金：2009年教育部人文社会科学研究项目(09YJA740054);2009年浙江省新世纪高等教育教学改革项目(yb09064)

摘　　要：随着语言观和学习观的发展,人们逐渐认识到阅读和写作之间的密切关系,在阅读或写作课上采用阅读和写作相结合的教学模式。但研究多侧重"以读促写",而"以写促读"的研究偏少。以布卢姆教育目标分类体系和形成性评价为理论框架,运用演绎法和引证法,构建英语专业阅读课的读写教学模式。通过改变对学生的评价方式,即恰当运用形成性评价,使教学三大要素(目标、教学和测评)相一致,探讨读写互促的新途径。研究表明,形成性评价在读写教学模式中对教师的"教"和学生的"学"有诊断、促进及导向作用。In recent years, people have realized the importance of integrating the teaching of writing and reading and many researches have been published. However, most of the studies focus their discussion on the great impact of reading on writing. The present study aims at striking a balance between writing through reading and reading through writing to construct a Reading-writing Teaching Model by using the two-dimensional framework and Bloom＇s taxonomy of educational objectives, so that the three important elements of teaching： objectives, teaching activities and test or assessment can coincide with each other. It is indicated that formative evaluation implemented with this model can perform the functions of diagnosiing, facilitating learning and guiding learning.

关 键 词：英语专业阅读课教学 布卢姆教育目标分类体系 读写教学模式 形成性评价 以读促写 以写促读 ’ 

分 类 号：G642.0[文化科学—高等教育学]