教考分离,重在促学  

Teaching independent of testing for more learning enhancement

作　　者：王初明[1] WANG Chuming(Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies)

机构地区：[1]广东外语外贸大学,广东省广州市510420

出　　处：《外语教学与研究》2022年第3期425-432,480,F0003,共10页Foreign Language Teaching and Research

基　　金：广东省哲学社会科学规划项目“‘续论’视角下的结构启动研究”(GD20CWY14)的阶段性成果。

摘　　要：我国高考承载着既要为高校选拔人才又要积极引领教学的重要功能。相比于实现选拔功能,发挥考试积极引领功能的难度要大得多。读后续写题型在英语高考中的新近应用为解决此难题带来了启示。本文首先归纳应试教学和测评促学的特点,明确考题促学理念;然后据此提出一个疏导应试教学的思路:教考分离,理念共享;最后以读后续写题型为例,凸显其实现此思路的测试应用和促学优势。充分发挥这些优势有助于消除应试教学顽疾,对如何处理好学、教、考关系以及如何设计、改进和利用好各类语言水平考试也有启发。China’s university entrance examinations perform two important functions:screening and eliciting positive washback.Compared with the screening function,it is far more difficult to achieve good washback effects.The recent adoption of a reading-writing integrated continuation task in the English examination paper suggests a way out of this difficulty.This article begins by summarizing the characteristic features of both exam-oriented teaching and assessment for learning,followed by a clarification of what makes a good approach to using a test task to facilitate learning.Then,based on this approach,a proposal is made to mitigate the negative effect of examoriented teaching,namely that teaching be detached from testing,but that both share the same guiding principle of learning enhancement.Finally,a continuation task is cited to demonstrate its advantages in effecting this proposal,which not only helps curb the seemingly intractable practice of teaching-to-the-test,but also holds useful implications for how to properly handle the interrelationship among learning,teaching,and assessing,and for how to design,improve,and use various language proficiency tests.

关 键 词：高考英语 应试教学 读后续写 促学理念 

分 类 号：H310.42[语言文字—英语]