摘要
自主学习能力培养是研究生英语教学的重中之重,形成性评价可有效促进学生自主学习能力培养,如何在实际教学中将二者有机融合,设计出高效可行的具体操作方案是教师面临的重要问题。形成性评价的三个环节(即确立目标、收集学习证据、给予反馈)必须妥善融入到日常教学中,确立目标时,可细化出自选细目标和规定细目标以强化学生的自主学习能力培养;收集学习证据应系统全面,覆盖整个学期;教师反馈与生生反馈宜及时跟进。
The Cultivation of Autonomous Learning abilities is highly stressed in graduate English teaching, while formative assessment is an effective tool to promote these abilities. But how to combine them organically and design an efficient and feasible teaching plan remains an enormous challenge for teachers. The three steps of formative assessment （i.e. setting up goals, eliciting learning evidence, and providing feedback ） should be well integrated into daily teaching activities and tasks. To enhance the training of autonomous learning abilities, Goals should be further divided into self-selected goals and designated goals. The collection of learning evidence should be systematic and cover the whole term. Both the Teacher＇ s feedbacks and peers＇ ought to follow timely.
作者
刘富强
王明新
Liu Fuqiang Wang Mingxin(School of Foreign Languages, Shandong University of Technology, Zibo 255000, Chin)
出处
《山东理工大学学报（社会科学版）》
2017年第2期97-101,共5页
Journal of Shandong University of Technology（Social Sciences Edition）
基金
山东省社科基金项目"应用型人才培养背景下大学英语多元化教学改革的研究与实践"(15CWZJ17)
山东理工大学研究生教育创新计划"<研究生读写>课程的形成性评估研究与实践"(114016)
关键词
形成性评价
自主学习
研究生英语
反馈
formative assessment
autonomous learning
graduate English
feedback
