《大学英语》过程性评价体系的革新--以输出驱动-输入促成假设为参照  

Innovation of Formative Assessment System for College English

作　　者：李少兰[1] 詹全旺[2] 

机构地区：[1]皖西卫生职业学院,安徽六安237000 [2]安徽大学外语学院,安徽合肥230601

出　　处：《合肥师范学院学报》2017年第4期92-96,共5页Journal of Hefei Normal University

基　　金：皖西卫生职业学院2017年院级质量工程教研项目"大学英语课程考核评价体系的构建与应用"(JYZLGC201707)

摘　　要：输出驱动-输入促成假设理论指导下的《大学英语》过程性评价方式是根据语言类课程的特点,在课堂内外语言输入的基础上,要求学习者根据情境,完成针对性的语言输出任务项目,对其语言产出的结果进行即时评价,评价结果纳入课程综合成绩。通过输入-输出-评价这一教学流程,促使学生主动学习,提高学习效率,最大限度发挥课堂的有效性,实现大学英语这门课程的学以致用,更好地适应社会发展对人才培养的要求。According to Output-Driven Input-Enabled Hypothesis, this essay attempts to construct a formative assessment system for College English. Based on the input inside and outside the classroom, the learners are required to accomplish targeted output tasks or projects. Meanwhile, their output performance is evaluated and included as a part of course achievement. The Input-Output-Evaluation teaching process encourages students to learn actively, improves learning efficiency, maximizes the effectiveness of classroom teaching, puts College English into use, adjusts talent cultivation to social development.

关 键 词：大学英语 过程性评价 输出驱动-输入促成假设 创新 

分 类 号：H319.1[语言文字—英语]