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An empirical research on the improved multidimensional pronunciation teaching assessment model  上传时间:2024-05-13 09:46:58

摘要: 评价是教学不可或缺的一部分。根据评价目的,评价分为三类:关于学习的评价、学习性的评价和促进学习的评价。评价的目的在于在教学过程中帮助教师和学生改进教学、体验成功、增强信心。早在2010年华东师范大学的语音教学已经采用终结性评价与形成性评价相结合的多元评价模式,但在教学反馈层面仍有提升空间。本研究以动态评价理论为基础,以华东师范大学英语专业一年级本科生为实验对象,旨在验证优化后的多元评价模式对学生语音水平、语音学习习惯及语音学习动机的影响。实验结果显示:优化后的多元评价体系对学生的语音能力及学习动机有明显增强和提升的作用。新增的自评与同伴互评反馈的方法,有效促进了学生学习习惯的养成。

关键词: 语音教学, 多元评价, 动机, 学习习惯

Abstract:

Assessment is a very important part in education. It can be divided into assessment of learning, assessment as learning and assessment for learning in terms of evaluation purposes. Assessment is used to improve both teaching and learning, experience a sense of achievement and build up confidence. East China Normal University pronunciation teaching started to apply a summative and formative integrated multi-dimensional assessment model in 2010, but there are still some spaces and room for improvements based on the feedback. Within the framework of dynamic assessment theory, the author conducted the experiment among the freshmen of English majors at ECNU. The results show that with the help of the improved multidimensional assessment system, students pronunciation proficiency and learning motivations have been greatly improved. And with the application of self-evaluation and peer evaluation, students learning habits have been cultivated.

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