高校第二外语课堂评价现状调查研究——基于3所普通高等学校的报告  

A Study on the Current Situation of Classroom-Based Assessment of Second Language in Universities--Based on Three Higher Education Institutions in Anhui Province

作　　者：唐安琪 Tang Anqi(Faculty of Education and Human Development,The Education University of Hong Kong,Hong Kong 999077,China;School of International Education,Huangshan University,Huangshan,Anhui 245000,China)

机构地区：[1]香港教育大学教育及人类发展学院,中国香港999077 [2]黄山学院国际教育学院,安徽黄山245000

出　　处：《黑龙江工业学院学报(综合版)》2024年第12期36-38,共3页Journal of Heilongjiang University of Technology(Comprehensive Edition)

基　　金：中国高等教育学会2024年度高等教育科学研究规划课题“学生自主反馈行为模型构建及形成机制研究”(课题编号:24XX0403)。

摘　　要：以安徽省3所普通高等学校202名第二外语本科生为研究对象,采用问卷调查收集数据,探究高校第二外语课堂评价现状和评价需求。研究结果表明:在对课堂评价认识上,学生对课堂评价定位存在偏差;在课堂评价主体上,仍以教师为主导;在课堂评价来源上,虽然注重形成性和多样性,但个体针对性不足;在课堂评价技能上,大学生尚未掌握评价知识和评价技能。总体而言,学生对课堂评价的现实感受与现实评价要求存在较大差距。基于对研究结果的阐释,尝试提出优化高校第二外语课堂评价的建议。A questionnaire survey was used to collect data from 202 second language undergraduates in three universities in Anhui province to investigate the current situation of classroom-based assessment.The results of the study show that:in terms of the understanding of classroom-based assessment,students have a misunderstanding of the assessment orientation;in terms of the subject of classroom-based assessment,it is still dominated by teachers;in terms of the sources of classroom-based assessment,while the emphasis is on formativeness and diversity,there is a lack of individual targeting;in terms of classroom-based assessment skills,university students have not yet mastered the knowledge and skills of evaluation.Overall,there is a large gap between students′realistic feelings about classroom evaluation and realistic evaluation requirements.Based on the findings of the study,this paper tries to put forward suggestions for optimizing the evaluation of second foreign language classes in colleges and universities.

关 键 词：普通高等学校 第二外语 问卷调查 课堂评价 

分 类 号：G642[文化科学—高等教育学] H0-06[文化科学—教育学]