Blackboard网络教学平台形成性评价有效性研究 |
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引用本文: | 方芳.Blackboard网络教学平台形成性评价有效性研究[J].合肥教育学院学报,2009(5):115-118. |
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作者姓名: | 方芳 |
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作者单位: | 合肥学院外国语言系,合肥230601 |
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基金项目: | 基金项目:安徽省教育厅高等学校青年教师科研资助计划项目(2008jqw116)、合肥学院院级教研项目(2008jyyb18)资助. |
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摘 要: | 基于Blackboard网络教学平台的英语阅读课程的形成性评价的一项实证研究证明:学习者学习策略有效,反思和自我监控能力的有效发展及学习成绩的有效提高是评价模式有效的三个主要要素。它们之间的关系是:正确的学习策略的选择和应用,以自我监控能力发展为核心;而自我监控能力的发展,最终促进了语言能力的发展。
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关 键 词: | Blackboard教学平台 形成性评价 有效性 英语阅读 |
An Efficacy Study of Blackboard-platform-based Formative Assessment |
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Authors: | FANG Fang |
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Institution: | FANG Fang ( Dept. of Foreign Languages, Hefei University, Hefei 230601, China ) |
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Abstract: | An empirical study on Blackboard-platform-based English reading formative assessment indicates that the three kernel elements of effective assessment are: effective learning strategies, development of learners' reflective and self-monitoring ability and academic achievements. The three factors are co-related, among which self-monitoring competence is the core of learning strategies and the development of self-monitoring competence finally facilitates the development of language competence (English reading competence in this case. |
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Keywords: | Blackboard teaching platform formative assessment efficacy English reading |
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