共查询到20条相似文献，搜索用时 171 毫秒
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教育部制定的《英语课程标准》(以下简称《标准》)对英语课程总体目标提出了具体内容标准,强调要培养学生的语言技能及英语的综合运用能力,其中对听说能力有较高的要求,尤其是培养“说”的能力已成为英语学习初级阶段主要的教学目标之一。《标准》还强调,评价是英语课程的重要组成部分,科学的评价体系是实现课程目标的重要保障,英语课程的评价应根据课程标准的目的要求,实施对全过程和结果的有效监控。 相似文献
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王白露 《新课程导学(上)》2014,(7):78
正《英语课程标准》指出:"评价是英语课程的重要组成部分,科学的评价体系是实现课程标准的重要保障。英语课程评价体系要有利于促进学生综合语言运用能力的发展,要通过采用多元优化的评价方式,评价学生综合运用语言能力的发展水平,并通过评价激发学生的学习兴趣,促进学生的自主学习能力、思维能力、跨文化意识和健康人格的发展。"因此,在小学英语教学中,我们要善于运用评价体系,让合理的、多样化的评价激励学生们奋进。那么,在教学实 相似文献
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《全日制义务教育普通高级中学英语课程标准》明确指出：英语课程评价的目的是促进每一个学生综合语言运用能力的发展，促进教师水平的提高，促进学校的发展。 相似文献
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《普通高中英语课程标准(实验稿)》中明确提出:英语课程的评价体系要体现评价主体的多元化和评价形式的多样化。评价应关注学生综合语言运用能力的发展过程以及学习效果,用发展性评价与终结性评价相结合的方式,既关注结果,又关注过程,使对学习过程和对学习结果的评价达到和谐统一。我省制定的《中等职业学校英语课程教学要求》在评价方面也明确提出要运用 相似文献
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徐美银 《华夏少年(简快作文 )》2007,(3)
《英语课程标准》指出:“评价应有益于学生认识自我、树立自信;应有助于学生反思和调控自己的学习过程,从而促进语言能力的不断发展。教师应使学生认识到自我评价对于学习能力发展的意义,并学会自我评价的方法。”学生自我评价是指学生依据一定的评价标准,对自己的语言认知水平和语言运用 相似文献
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吴建冲 《新课程导学(上)》2013,(12)
《英语课程标准》指出:英语课程评价体系要有利于促进学生综合语言运用能力的发展,要通过采用多元优化的评价方式,评价学生综合运用语言能力的发展水平,并通过评价激发学生的学习兴趣,促进学生的自主学习能力、思维能力、跨文化意识和健康人格的发展.因此,在小学英语课堂教学中,我们要制定可行的自主评价内容和评价标准,当然,这些内容一定要适用于学生们的语言综合运用能力的评估,让评价可以对他们的英语学习、对自我的认识和对他人的态度都能起到一定的促进作用,使得学生们在长期的评价过程中,最终都能成为英语学习的成功者. 相似文献
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张易虎 《中国基础教育研究》2008,4(4):84-86
科学有效的评价,是激发初学荚语学生兴趣,提高学生运用语言的能力,培养学生交际习惯的重要途径,本文根据国家《英语课程标准》有关评价方面的建议,一改以前的单—评价为：教师评价和学生互评相结合,黑板评价和墙壁评价相结合,个人评价和小组评价相结合。 相似文献
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学生评价和考试改革是课程改革的重要组成部分，《英语学习评价手册》能有效地解决现有评价体系中的弊端，从而使教师能够更加客观、多元化、多样化地评价学生；也较大地促进和提高了学生学习、运用英语的兴趣和能力；更重要的是给教师一个多元化评价学生的标准和模式。 相似文献
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"1+N"高职英语课程改革旨在以"素质本位"来充实和完善"能力本位"的课程观,摒弃单纯的"学科本位",真正按照学生的岗位需求来设置英语课程,使英语教学目标与人才培养目标真正对接。采用项目化、模块化的任务型教学方法,引入RICH课程改革理念,结合美国职业培训的KAS模式,不断调整教学项目设计和思路,从而实现师生共同发展。 相似文献
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商务英语课程设置的改革探微——以贵州大学商务英语专业为例 总被引：1，自引：0，他引：1
卓越 《佳木斯教育学院学报》2012,(7):347-348
课程设置在教学活动中都是极为重要的一部分,商务英语作为开展时间不长的一门学科,定位在以商务知识为核心的一种专门用途的英语。当前的商务英语专业课程设置存在着如商务知识和语言知识比例不均衡,开设课程的内容相互覆盖,评价手段单一等问题。本文结合贵州大学实际的教学活动,粗浅的探讨商务英语课程设置该如何改革。 相似文献
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沈昌芬 《贵州教育学院学报》2004,20(5):64-67
语言学家对“语言运用能力”和“语言交际能力”多有论述,其观点既有统一,又有分歧。结合我国的现实教育,高校英语教学《大纲》中强调“能熟练地运用英语”和“突出语言交际能力的培养”。“语言运用能力”和“语言交际能力”都离不开语言知识和社会知识的学习,但知识学习的目的在于运用,而运用能力的强弱又取决于知识的学习掌握程度以及语言运用机会的获得。 相似文献
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新课程标准要求教师在英语教学中增强学生英语综合素养与实际应用能力。传统的“督促学生记忆单词”与“课文解析”教学法不能完成新课标的要求。英语教师应针对学生的具体情况制订相关的教学计划,引导学生有效掌握英语学科基础知识,提升其英语综合能力。应从“教学中的问题”及“有效教学策略”这两大方面入手,分析英语教学存在的问题并提出相应的整改策略。 相似文献
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Liat Feder 《The Journal of educational research》2020,113(3):226-243
AbstractThis research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. 相似文献
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Laura B. Raynolds Angela López-Velásquez Laura E. Olivo Valentín 《Reading and writing》2017,30(4):719-737
Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p < .001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs. 相似文献
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The project described here is based on a linguistic analysis of the language of GCSE textbooks, coursework and examinations across the curriculum. It was hypothesised that explicit teaching of the linguistic features which distinguish these genres would produce an improvement in performance across the curriculum. A 3‐year course was developed and taught over a period of 8 years to Years 7‐9 in a comprehensive school. The methodology adopted was that of Teaching English as a Foreign Language, and the course was administered by teachers without special training. The project was monitored at every stage. The hypothesis was found to be correct, when the number of pupils gaining 5 or more GCSEs at Grades A‐C was dramatically increased among those pupils who had followed the course, compared with other schools in the Borough and the national average. 相似文献
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在四川省内5所大学173名教授和副教授中,对精品课程教学质量评估标准进行差额筛选。结果表明：在预先拟定的45条指标中,36条有效,9条无效,两者对评估指标的选择基本一致。初步得到一个较全面的、可信度高的、能够对精品课程教学质量作出客观评价的标准体系,对提高精品课程的示范性有重要的推动作用。 相似文献