带ppt展示的小组口头报告(以下称口头报告)是国内外英语课堂教学中普遍采用的教学活动形式之一。报告者在口头报告中的表现(获得的等级或分数)会在该生学期最终成绩中占一定比例。而在实际教学中,口头报告评估往往仅停留在学生得到一个...带ppt展示的小组口头报告(以下称口头报告)是国内外英语课堂教学中普遍采用的教学活动形式之一。报告者在口头报告中的表现(获得的等级或分数)会在该生学期最终成绩中占一定比例。而在实际教学中,口头报告评估往往仅停留在学生得到一个等级或分数,使得口头报告流于形式,教与学的效果不尽如人意。本文尝试在杨跃等(2015)设计的口头报告多模态教学框架中,将评价即学习(Assessment as Learning,AaL)理念和策略贯穿于报告前、报告中和报告后,拟构以AaL为测评理念的大学英语口头报告评价框架。两轮框架实施循环中,学生们积极参与口头报告的改进,成为学习和评价的主体。该研究旨在丰富大学英语形成性评价体系和确保口头报告的有效性,为大学英语教学同行提供参考。展开更多
This paper is about a reflective practice happened in the author' s College English teaching.Since 2005,a 5-minute oral-presentation was required for all the students in turn,in order to raise opportunities for th...This paper is about a reflective practice happened in the author' s College English teaching.Since 2005,a 5-minute oral-presentation was required for all the students in turn,in order to raise opportunities for them to practice oral English.But the students' responses were always disappointing since they only took the task as a burden.After the teacher lift the limits on presentation time,form,sequence,partner,etc.,better learning outcomes were achieved.When reflecting on this change,Biggs'3P Models of "constructive alignment" is taken into account.Any teaching and learning activity (TLA) cannot put the students' and the teacher' s presage aside since the students' ability,interests,motivation as well as the teacher' s objective,assessment approach and so on are co-determinants of a successful TLA.Further suggestions are given based on this reflection at the end of the paper.展开更多
文摘带ppt展示的小组口头报告(以下称口头报告)是国内外英语课堂教学中普遍采用的教学活动形式之一。报告者在口头报告中的表现(获得的等级或分数)会在该生学期最终成绩中占一定比例。而在实际教学中,口头报告评估往往仅停留在学生得到一个等级或分数,使得口头报告流于形式,教与学的效果不尽如人意。本文尝试在杨跃等(2015)设计的口头报告多模态教学框架中,将评价即学习(Assessment as Learning,AaL)理念和策略贯穿于报告前、报告中和报告后,拟构以AaL为测评理念的大学英语口头报告评价框架。两轮框架实施循环中,学生们积极参与口头报告的改进,成为学习和评价的主体。该研究旨在丰富大学英语形成性评价体系和确保口头报告的有效性,为大学英语教学同行提供参考。
文摘This paper is about a reflective practice happened in the author' s College English teaching.Since 2005,a 5-minute oral-presentation was required for all the students in turn,in order to raise opportunities for them to practice oral English.But the students' responses were always disappointing since they only took the task as a burden.After the teacher lift the limits on presentation time,form,sequence,partner,etc.,better learning outcomes were achieved.When reflecting on this change,Biggs'3P Models of "constructive alignment" is taken into account.Any teaching and learning activity (TLA) cannot put the students' and the teacher' s presage aside since the students' ability,interests,motivation as well as the teacher' s objective,assessment approach and so on are co-determinants of a successful TLA.Further suggestions are given based on this reflection at the end of the paper.
