外语课堂评估研究(2007-2018):回顾与展望  

Classroom-based Foreign Language Assessment(2007-2018):Looking Back and Moving Forward

作　　者：金艳[1] 孙杭 JIN Yan;SUN Hang(School of Foreign Languages,Shanghai Jiao Tong University,Shanghai 200240,China;School of Foreign Languages,University of Shanghai for Science and Technology,Shanghai 200093,China)

机构地区：[1]上海交通大学外国语学院,上海200240 [2]上海理工大学外语学院,上海200093

出　　处：《东北师大学报（哲学社会科学版）》2020年第5期166-173,共8页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：国家社科基金项目(19BYY234)。

摘　　要：本文采用定量和定性相结合的研究方法,对2007—2018年刊登在国内外14种外语类权威期刊上的外语课堂评估文献进行梳理,主要从发展趋势、研究对象、研究内容和研究方法四个维度探讨和对比了国内外外语课堂评估研究的现状与特点。结果显示:研究数量呈波动式发展趋势,国外文献数量高于国内;国内研究对象集中在本科阶段,国外研究对象较均匀地分布在本科和中小学阶段;国内外研究内容主要包括课堂评估的促学效果、教师角色、效度验证和评估过程等;国内外研究方法均以实证研究为主,混合法是国内研究的主流方法,而国外则偏重定性法。本文继而剖析了现有研究存在的问题并对外语课堂评估研究的未来发展进行了展望。Based on the classroom-based foreign language assessment(CBA)studies published in 14 CSSCI and SSCI journals on foreign language education from 2007 to 2018,this paper gives a quantitative and qualitative analysis of the existing studies from the perspectives of the research trend,subjects,foci and methods.The results indicate:the number of CBA studies presents a wave-like curve and papers published in SSCI journals outnumber CSSCI journals;undergraduate students account for a dominate percentage of subjects in domestic research,while overseas studies include subjects from primary and secondary schools as well as colleges;the research foci mainly include the effectiveness of CBA,the teachers'role,validation studies and the processes of CBA;empirical studies outweigh theoretical studies and mixed methods are the mainstream in domestic studies while qualitative methods are preferred by overseas studies.The paper then discusses the limitation of the CBA research literature and gives recommendations to promote its future development.

关 键 词：外语课堂 课堂评估 形成性评估 回顾与展望 

分 类 号：H319.3[语言文字—英语]