动态评估视阈下基于外语课堂的教师干预  

The construction of teachers' interventional strategies in the framework of EFL-classroom-based dynamic assessment

作　　者：张艳红[1] 

机构地区：[1]洛阳师范学院公共外语教研室,河南洛阳471022

出　　处：《外语测试与教学》2014年第4期38-46,共9页Foreign Language Testing and Teaching

基　　金：教育部人文社会科学研究青年基金项目"信息技术环境下大学英语教学的动态评价研究--理论;模式及实践"(11YJC740150)的部分成果;河南省2014年科学发展计划软科学项目"基于认知诊断的大学英语听力学习在线动态评价模式构建及系统研发"(142400410752)的资助

摘　　要：以Vygotsky的心智的社会文化理论、Feuerstein的中介干预学习体验理论等为依据,结合Poehner有关二语学习中动态评估实施的原则及动态评估框架下的二语能力发展模型,本文对动态评估框架下外语教师干预策略的设计原则、内容设计及实施要素进行了简要的探讨,旨在充分发挥动态评估理论所倡导的评价的教育功能。Based on Vygotsky＇s sociocultural theory of mind and Feuerstein＇s theory of Mediated Learning Experi- ence, and with reference to Poehner＇s principles of classroom-based L2 dynamic assessment （DA hereafter） and his proposed approach to profiling L2 learner development in DA, this paper briefly discussed EFL teachers＇ intervention- al strategies in the framework of DA, along with their principles, forms, and the key implementation elements. In this way, it is possible to give full play to the educational function of assessment, and thus realize the ideal advocated by DA theory.

关 键 词：动态评估 社会文化理论 教师干预策略 课堂教学 

分 类 号：H319[语言文字—英语]