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大学英语口语教学活动评价标准的构建及展开


□ 兰忠平

  摘要:《大学英语课程教学要求》详细阐明了教学评估,并将其分为学生学习的评估和教师教学的评估两方面。口语教学评估也分为教与学两方面。将口语教学评估纳入到口语教学活动评价标准的框架中有更合理的因素。本文在Ur的成功的口语活动的特点、Bailey的口语教学的原则和Hedge的口语活动中教师的角色的基础上,构建口语教学活动评价标准,并按照口语教学活动评价标准探讨了准确性导向和流畅性导向的口语活动的展开。

  关键词:评价标准构建;准确性,流畅性导向;课堂口语活动

  Abstract: Teaching assessment is expounded in “College English Curriculum Requirements” and is classified into students’ learning assessment and teachers’ teaching assessment. Oral English teaching, therefore, can be also classified into teaching and learning assessment. There are more reasonable elements in involving the oral teaching assessment in the establishment of evaluation standards of oral activities. Based on Ur’s characteristics of a successful speaking activity, Bailey’s principles for teaching speaking and Hedge’s teacher’s role in communicative classroom, the thesis established the evaluation standards of classroom speaking activities. The thesis also discussed ways of developing speaking activities according to accuracy- and fluency-orientation.

  Keywords: establishment of evaluation standards, accuracy-orientation, fluency-orientation, classroom speaking activity

  1. 引言

  《解读中的“口语表达能力”》(兰忠平,2008)从口语能力、口语语篇、口语技能三方对“口语表达能力”进行解读并得出结论:“口语表达能力”具有深刻的语言学理论基础,吸收了口语理论的最新成果,从理论上解决了教学内容与知识运用的问题。

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