形成性评价在探究式英语阅读教学中的应用及其启示  

On the Application of Formative Assessment in the Inquiry-based Teaching of English Reading and Its Enlightenments

作　　者：杨丽冬[1] YANG Li-dong(Foreign Languages Department,Jingdezhen University,Jingdezhen 333000,Jiangxi Province,China)

机构地区：[1]景德镇学院外语系,江西景德镇333000

出　　处：《景德镇学院学报》2018年第5期41-45,共5页Journal of JingDeZhen University

基　　金：江西省2016年度高等学校教学改革研究课题"形成性评价在英语专业阅读课程教学中的应用研究"的阶段性研究成果(JXJG-16-21-5)

摘　　要：为培养学生的思辨能力,笔者将形成性评价应用于探究式英语阅读教学,发现英语专业一年级学生对成功、娱乐、师生交往的看法有误,也发现一些学生对行之有效的学习方法无动于衷。教育启示:老师有必要引导学生形成多元化成功观、理性的娱乐观、互惠的师生交往观,同时应培养学生学以致用、提升自我、改造自我的意识。形成性评价的应用能促使老师充分了解学生的需求,及时改进教学活动;能够提高教学质量,以及学生的学习效率。This paper reports on the application of formative assessment to the exploratory English reading teaching to cultivatestudents＇ critical thinking ability, which reveals that year-one English majors hold a misconception about success, entertainment,teacher-student interaction, and that some students fail to realize the importance of effective learning methods presented in texts.Besides, the paper presents education enlightenments as follows： it is necessary for teachers to guide students to form diversifiedviews on success, a rational view on entertainment and a reciprocal view on teacher-student interaction, and to develop students＇awareness of using what they have learned to mentally upgrade themselves and behaviorally change themselves. The application offormative assessment to teaching of English reading may bring about a good knowledge of student needs and a prompt adjustment ofteaching and learning activities, and the implementation of formative assessment can improve the quality of teaching and enhance theefficiency of learning.

关 键 词：形成性评价 阅读教学 英语阅读 思辨能力 

分 类 号：H319.5[语言文字—英语]