诊断测评驱动下的“产出导向法”教学设计与 实践——“故事复述”单元课例研究  

On the teaching design and practice of Production-Oriented Approach motivated by diagnostic assessment:A lesson study on the unit of story retelling

作　　者：黄艳 HUANG Yan

机构地区：[1]温州理工学院

出　　处：《外语教育研究前沿》2023年第4期11-18,93,共9页Foreign Language Education in China

基　　金：(外研社)基于“优诊学”诊断测评的高校英语教学研究项目第四批课题“基于英语口语诊断测评的师生合作评价优化研究”(项目编号:YZX20210207)的研究成果。

摘　　要：本文以“产出导向法”理论为指导,将诊断测评有机融入“驱动—促成—评价”的教学循环之中,旨在探寻如何设计精准对接学生英语口语能力缺口的教学课例。本研究通过两轮“故事复述”单元课例教学实践与反思,基本完成并优化了以诊断测评为驱动的大学英语口语POA教学设计与实践。研究发现,以英语诊断测评为驱动,能够有效帮助师生了解英语口语表达缺口,精准对接产出目标,使之内嵌于促成活动之中并衔接评价焦点;协同听说能力发展,灵活调整教师支架,优化评价过程与工具,可较大提升学生主体能动性,促进英语口语能力与评价素养发展。Guided by the theory of the Production-Oriented Approach(POA),this paper aims to explore how to design teaching cases that precisely address students’gaps in English speaking proficiency by organically integrating diagnostic assessments into the teaching cycle of“motivating-enabling-evaluating”.Through two rounds of teaching practice and reflection on the unit of“Story Retelling”,the design and practice of college English speaking instruction based on diagnostic assessment as a driver have been basically completed and optimized.The study finds that using English diagnostic assessments as a driver can effectively help teachers and students identify gaps in English speaking proficiency,precisely align with production goals,embed them in enabling activities,and connect with evaluation foci.By synergistically developing listening and speaking abilities,flexibly adjusting teacher scaffolding,optimizing evaluation processes and tools,students’subjective initiative can be greatly enhanced,promoting the development of English speaking proficiency and assessment literacy.

关 键 词：诊断测评 “产出导向法” 故事复述 课例研究 

分 类 号：H319[语言文字—英语]