高职院校英语教学评价研究

发布时间：2018-08-02 15:49

【摘要】：目前,高职英语教学虽取得了一定的成就,但仍然不能满足我国现代化建设的要求,究其原因是多方面的,其中教学评价理论研究和实践探索都相对滞后就是很重要的一个原因。为此,笔者选择高职英语教学评价作为本次研究的课题,以期为业界同类课题的研究提供一定的借鉴。笔者首先通过文献梳理研究了目前高职英语教学评价的国内外研究现状,研究发现英语教学评价研究多集中在普通高校大学英语教学评价或基础英语教学评价研究上,针对高职院校的英语教学评价的研究缺乏有影响力的研究成果,大部分研究属于个人的经验总结,缺乏学理型研究和实证型研究,研究的切入点往往非常相似,重复内容较多,大部分研究局限于具体英语语言知识讲授或学习的评价,局限于教学方法的评价,缺乏立足于学生自身需求的评价,缺乏立足于高职英语教学自身的实用性和职业性的评价研究。此外,笔者通过文献梳理明确了高职英语教学评价的的内涵和研究的范畴,明确了本次高职英语教学评价研究的指导理论为系统论、建构主义理论和多元智能论。其次,笔者通过问卷调查研究了目前我国高职英语教学评价存在的问题如政策制度不够完善、评价的价值理念相对滞后、评价的主体较为单一、评价的方式较为单一、评价的客体范围较窄。现有的高职英语教学评价体系忽视了对评价对象听说读写等语言技能的评价、忽视了对评价对象跨文化意识和交际能力的评价、忽视了对评价对象的努力程度、进步情况、创新思维、情感体验、职业道德等非语言知识技能的评价。针对这些评价问题,笔者从评价理念人性化、评价主体多元化、评价方式多元化和评价客体多元化等方面提出构建以师生为本的多元化高职英语教学评价体系的建议。最后,为了验证以师生为本的多元化高职英语教学评价体系的必要性和可行性,笔者进行了相关的实验研究,在展开实验研究前,笔者确定了实验的目的、实验的对象和实验的材料并分析了高职英语教学的特点。在此基础上,笔者运用系统论、多元智能理论和建构主义理论思想设计了评价方案,紧接着笔者从语言知识技能教学评价和非语言知识技能教学评价两个方面展开了教学评价实验,通过实验,笔者发现构建以师生为本的多元化高职英语教学评价体系具有一定的必要性和可行性,同时笔者还反思了高职英语教学评价有待进一步改善的地方。
[Abstract]:At present, although English teaching in higher vocational colleges has made some achievements, it still can not meet the requirements of modernization construction in China. The reasons are various. One of the important reasons is that the theoretical research and practical exploration of teaching evaluation lag behind. Therefore, the author chooses the evaluation of higher vocational English teaching as the subject of this study, in order to provide some reference for the research of similar subjects in the industry. Firstly, the author studies the current situation of English teaching evaluation at home and abroad in higher vocational colleges and universities through literature review, and finds that English teaching evaluation research is mainly focused on college English teaching evaluation or basic English teaching evaluation in colleges and universities. The research on English teaching evaluation in higher vocational colleges is lack of influential research results. Most of the studies belong to personal experience summary, lack of theoretical research and empirical research, the breakthrough point of research is often very similar, and the content of repetition is more. Most of the studies are limited to the evaluation of specific English language knowledge teaching or learning, limited to the evaluation of teaching methods, and lack of evaluation based on the students' own needs. There is a lack of practical and professional evaluation based on higher vocational English teaching. In addition, the author clarifies the connotation and research scope of English teaching evaluation in higher vocational education through literature review, and clarifies that the guiding theories of this study are system theory, constructivism theory and multiple intelligence theory. Secondly, the author studies the problems existing in the evaluation of higher vocational English teaching in our country, such as the imperfect policy and system, the lagging of the value concept, the single subject and the single way of evaluation. The object scope of evaluation is narrow. The existing evaluation system of English teaching in higher vocational colleges neglects the evaluation of language skills, such as listening, speaking, reading, writing and reading, the evaluation of intercultural awareness and communicative competence, and the degree of effort and progress of the subjects. Creative thinking, emotional experience, professional ethics and other non-verbal knowledge and skills evaluation. Aiming at these evaluation problems, the author puts forward some suggestions on constructing a pluralistic evaluation system of higher vocational English teaching based on teachers and students from the aspects of humanization of evaluation idea, diversification of evaluation subjects, diversification of evaluation methods and diversification of evaluation objects. Finally, in order to verify the necessity and feasibility of the pluralistic evaluation system of higher vocational English teaching based on teachers and students, the author carries out the relevant experimental research, and before launching the experimental study, the author determines the purpose of the experiment. The objects and materials of the experiment and the characteristics of English teaching in higher vocational colleges are analyzed. On this basis, the author designs the evaluation scheme by using the system theory, the theory of multiple intelligences and the theory of constructivism. Then the author has carried out the teaching evaluation experiment from two aspects: language knowledge and skill teaching evaluation and non-language knowledge skill teaching evaluation. The author finds that it is necessary and feasible to construct a pluralistic evaluation system of higher vocational English teaching based on teachers and students. At the same time, the author also reflects on the place where the evaluation of English teaching in higher vocational education needs to be further improved.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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