摘要
语言学习微技能的运用是英语学困生有效提高学习成效的关键。通过词汇和阅读微技能的诊断性测评发现:学困生的词汇量与其阅读水平息息相关,但与阅读中“猜测生词含义”的能力没有明显关联;阅读技能中,学困生“理解主旨大意”和“理解主要观点”的能力最为薄弱。基于测评结果,建议采用分层设定教学目标、优选整合课程资源、循势调整教学方式等干预策略,提升高中英语学困生的学业水平。
The use of language learning micro skills is the key to improve the learning efficiency of students with English learning difficulties.Through the diagnostic evaluation and comparison of vocabulary and reading micro skills,it shows that the vocabulary of students with learning difficulties is closely related to their reading level,but it is not significantly related to the ability to guess the meaning of new words inreading.Among reading skills,students with learning difficulties have the weakest ability to“understand the main idea”and“understand the main points”.Based on the evaluation results,it is recommended to adopt intervention strategies such as setting teaching objectives hierarchically,optimizing the integration of curriculum resources,and adjusting teaching methods according to the situation to improve the academic level of high school students with learning difficulties in English.
出处
《教育测量与评价》
2020年第7期36-42,共7页
Educational Measurement and Evaluation
基金
中国基础教育外语测评研究基金第二期课题“高中英语学困生诊断性测评及干预策略研究”(立项号:FAR201901001)
江苏省教育科学“十三五”规划重点课题(立项编号:B-b/2018/02/108)研究成果之一。
关键词
高中英语测评
学困生
诊断性测评
干预策略
English evaluation in high school
students with learning difficulties
diagnostic evaluation
intervention strategies
