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| 多元智能理论与外语教育评价的多元化 | |
| 引用本文： | 薛荣.多元智能理论与外语教育评价的多元化[J].现代远距离教育,2008(4):21-24. |
| 作者姓名： | 薛荣 |
| 作者单位： | 江苏工业学院 江苏 常州 213164 |
| 基金项目： | 2007年度江苏省教育厅高校哲学社会科学基金项目 |
| 摘 要： | 多元智能理论认为，智能是一种生物心理潜能，人类普遍存在的智能类型有言语语言智能、逻辑数理智能、视觉空间智能、身体运动智能、音乐智能、人际交往智能等八种。多元智能理论为高校外语教育评价提供了新的视角。教育评价的形式多种多样，包括诊断性评价、形成性评价、终结性评价、主观评价和客观评价等。外语教育评价的多元化包括教学评价标准的多元化、评价对象的多元化、评价主体的多元化、评价方法的多元化等。多元智能理论为准确、公正地评价每个学生提供了理论依据。 |
| 关 键 词： | 多元智能理论 教育评价 后效作用 形成性评价 |
Multiple Intelligence Theory and the Multiple Assessment of Foreign Language Teaching and Learning |
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| XUE Rong.Multiple Intelligence Theory and the Multiple Assessment of Foreign Language Teaching and Learning[J].Modern Distance Education,2008(4):21-24. | |
| Authors: | XUE Rong |
| Institution: | XUE Rong (Jiangsu Polytechnic University, Changzhou, Jiangsu, 213164, China) |
| Abstract: | Multiple Intelligence Theory take the attitude that intelligence is a kind of biological potential by psychological, human beings have 8 kinds of intelligence, namely, Verbal - Linguistic Intelligence, Logical - Mathematical Intelligence, Visual - Space Intelligence, Physical - Movement Intelligence, Music Intelligence, and Interpersonal Intelligence, etc. University of multiple intelligence theory as the assessment of foreign language education has provided a new visual angle. There are many forms of assessment, such as diagnostic assessment, formative assessment, terminative assessment, subjective assessment, and objective assessment, etc. The diversification of foreign language education assessment include the standard of educational assessment, the object of assessment, the subject of assessment, the method of assessment, and so on. Multiple Intelligence Theory provides a theoretical framework for the assessment reform of foreign language teaching and learning. Under the guidelines of this theory, every student can be assessed fairly and objectively. |
| Keywords: | Multiple Intelligence Theory educational assessment backwash formative assessment |
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