形成性评价体系驱动大学英语口语教学研究  

Studies on How Formative Assessment Drives College Oral English Teaching

作　　者：解佩 Xie Pei(Xi'an University of Architecture and Technology,Xi'an,Shaanxi,710055)

机构地区：[1]西安建筑科技大学,陕西西安710055

出　　处：《现代英语》2024年第14期16-18,共3页Modern English

基　　金：陕西省教育厅研究计划项目“大学英语口语教学中的形成性评价研究”(项目编号:20JK0216)成果。

摘　　要：目前,高校以终结性评价为主的评价方式不利于全面、客观地反映学生的英语学习状况.对于非英语专业学生,英语学习者的主观能动性至关重要,而强调学生学习过程的形成性评价就会弥补当前单一评价方式的不足.形成性评价关注学生的学习过程,激发学生主观能动性,能更大程度促进学生英语能力的全面发展.丰富过程性评价内容,探索科学的形成性评价体系,对非英语专业学生的英语学习,尤其是注重过程学习的口语教学有极大的指导作用.形成性评价以学生为中心,并贯穿学生学习的全过程,将教师的教与学生的学有机结合,以期达到理想的学习效果.The present summative assessment system in colleges is not conducive to comprehensively and objectively reflect students'English learning status,while formative assessment which stresses great importance on students'learning process can make up for the in-adequacy of the current single assessment method since the subjective initiative is very important to English learners,or non-English majors in particular.Formative assessment pays attention to students'learning process and stimulates students'subjective initiative,thus leading to promoting students'overall English development to a greater extent.Paying attention to different aspects of formative assessment and trying to have a systematic and scientific way of formative assessment is conducive to non-English majors,especially those students who are taking oral class requiring a higher participation while learning.Formative assessment,running through the whole process of students'learning places students as the core center.It combines teachers'teaching with students'learning organically in order to achieve ideal learning results.

关 键 词：形成性评价 终结性评价 主观能动性 

分 类 号：G64[文化科学—高等教育学] H319.32[文化科学—教育学]