新课程背景下小学英语课堂教学评价研究
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摘要
2001年制定的新的《英语课程标准》,以素质教育和学生的发展为宗旨,体现了新课程的先进理念;以培养学生的综合语言运用能力为目标,是针对小学英语课堂教学评价提出的新目标。
课堂教学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。小学英语课堂教学评价应根据课程标准的目标和要求,实施对教学全过程和结果的有效监控。通过评价,使学生在英语课程的学习过程中不断体验进步与成功、认识自我、树立自信,促进学生综合语言运用能力的全面发展;使教师获取英语教学的反馈信息,对自己的教学行为进行反思和适当的调整,促进教师不断提高教育教学水平;使学校及时了解课程标准的执行情况,改进教学管理,促进英语课程的不断完善和发展。任务型英语教学是小学英语课堂教学评价的新对象。
课堂教学是素质教育的主渠道。我国的新一轮基础教育课程改革提出:关注学生在课堂教学中的表现应成为课堂教学评价的主要内容,包括学生在课堂中的师生互动、自主学习、同伴合作中的行为表现、参与热情、情感体验和探究、思考的过程等等,即关注学生是怎么学的。即使关注教师的行为,也是关注教师如何促进学生的学习,如教师如何组织并促进学生讨论、教师如何评价和激励学生的学习、教师如何激发学生的学习热情和探究兴趣等。课堂教学评价具有促进学生发展和教师专业成长的双重功能。“以学论教”是新课程对课堂教学评价的新视角。
本研究的个案学校选取的是采用北师大版实验课本的英语实验学校,从小学二年级开始开设英语课。本研究的研究对象是二至六年级的全体小学生和英语教研室全体英语教师。通过问卷调查、访谈、课堂观察等方法,从学生学习的课堂表现、教师教学评价和师生课堂互动三个方面的实质性变化上进行了调查研究。最后落实到新的小学英语课堂教学评价标准表的实施。
从课堂观察及调查访谈中得到的研究结果是:目标小学里,教学尽量采用“任务型”的教学途径。任务型教学反映了英语教学从形式到意义、从知识到能力、从语言到文化的重心的转移。课堂评价的任务是实现小学阶段的课程目标,即培养学生综合运用语言的能力和兴趣。目标小学里教师把培养学生的学习兴趣、态度和自信心放在首位,把培养学生良好的学习策略和学习习惯作为教学的重要组成部分,教给学生学会学习、学会自我监控、自我评价的能力,把文化意识渗透到爱国主义教育和增强世界意识之中。这一切都是以学生的发展为本,从根本上确立了学生学习的主体地位,不仅教给学生丰富的知识,而且培养学生获得知识的能力,为学生的自主学习和持续发展打下基础。
从“以学论教”的新视角反思小学英语课堂教学评价,研究者认为教学的根本目的是为了学生的发展,教学是教师组织和引导学生进行有效学习的过程,是师生之间、学生之间交往互动、共同实现具体发展目标的过程。
In 2001, the new formed "English curriculum criterion", aiming at the quality education and the full development of the students, manifests the advanced idea of the new curriculum. It poses the new target: training the synthesis ability of the language utilization, which is the target of primary schools English classroom assessment.
The classroom assessment is an important constituent of English curriculum. The scientific assessing system is an important safeguard to realize the curriculum goals. According to the goal and the request of the curriculum criterion, English classroom assessment of primary schools should imply the effective monitoring to the whole teaching process and the result. Through the assessment, the students can unceasingly experience progresses and success in studying process of English curriculum, and know them, and establish self-confidence, and at last can promote to have a full scale development of the synthesis ability of the language utilization; The teachers are able to gain the feedback of English teaching information, and make a reflection and a suitable adjustment to their own teaching behavior, so the teachers can unceasingly raise the teaching level; The schools can promptly know the execution situation of curriculum criterion, and improve the teaching management, and promote the unceasing development and the consummation of English curriculum. The English task based teaching is the new object of English classroom teaching assessment of primary schools.
The classroom teaching is the main channel of quality education. Our country's new turn of basic educational curriculum reforms proposed that: To care about the students' performance in classroom is to become the main content of the classroom teaching assessment, including the students' behavioral performance, participating enthusiasm, emotional experiences, inquiring and pondering process and so on, in the interaction of students and teachers, in the independent study, and in the companion cooperation. That is to pay attention to how the students study. Even if to care about teachers' behavior, it is also to care about how the teachers promote students' study, such as how the teachers organize and promote the students to discuss, how the teachers assess and encourage students to study, and how the teachers stimulate students to study with enthusiasm and interest to inquire and so on. The classroom teaching assessment has double functions of both promoting the students' development and the teachers' professional growth. "To assess teaching by studying" is the new angle of view of the new curriculum to the classroom teaching assessment.
This research selected an example school, which uses the experimental textbook of Beijing Normal University version. This primary school opens English class from the second grade. The selection of object of this research is all students from the second grade to the sixth grade and all English teachers of English teaching office faculty. The research mainly adopts questionnaire surveying method, interviewing method, classroom observation method, and so on. The investigation and research focus on the substantive changes of three aspects, which are classroom performance of students' study, the teachers' teaching assessment, and the interaction of teachers and students in classroom. Finally the research gets the conclusion of the implementation of the new teaching assessment criteria table of English classroom of primary schools.
The findings obtained from the classroom observation, questionnaire, and interviews are: In the target primary school, the teachers use the "task based teaching method" as mostly as possible. The task based teaching method has reflected the gravity shift of English teaching from the form to the significance, from the knowledge to the ability, from the language to the cultural center. The task of classroom assessment is to realize the curriculum targets of primary schools. That is to train the students' ability and the interest of language synthesis utilization. In the target primary school, the teachers put it in the first place to cultivate students' studying interest, attitude and the self-confidence, and take it the important constituent of teaching to cultivate students' good study strategy and habits, teaching the students the abilities of learning to study, learning self- monitoring, and learning self- assessment, and seeping cultural consciousness into patriotic education and into the enhancement of world consciousness. All these are based on students' development, and fundamentally have established the active status of the students' studying. They not only teach the students the rich knowledge, but also train the students the ability to obtain the knowledge, and build the foundation for students tocontinue to develop independent study.
From the new angle of view "to assess teaching by studying" to reconsider English classroom teaching assessment of primary school, the researcher thought that the teaching's basic goal is for the students' development, and the teaching is the process of the teachers to organize and guide the students to have the effective study, and is the process of the associating interactions between the teachers and students, between students and students, to realize the concrete development goals together.
课堂教学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。小学英语课堂教学评价应根据课程标准的目标和要求,实施对教学全过程和结果的有效监控。通过评价,使学生在英语课程的学习过程中不断体验进步与成功、认识自我、树立自信,促进学生综合语言运用能力的全面发展;使教师获取英语教学的反馈信息,对自己的教学行为进行反思和适当的调整,促进教师不断提高教育教学水平;使学校及时了解课程标准的执行情况,改进教学管理,促进英语课程的不断完善和发展。任务型英语教学是小学英语课堂教学评价的新对象。
课堂教学是素质教育的主渠道。我国的新一轮基础教育课程改革提出:关注学生在课堂教学中的表现应成为课堂教学评价的主要内容,包括学生在课堂中的师生互动、自主学习、同伴合作中的行为表现、参与热情、情感体验和探究、思考的过程等等,即关注学生是怎么学的。即使关注教师的行为,也是关注教师如何促进学生的学习,如教师如何组织并促进学生讨论、教师如何评价和激励学生的学习、教师如何激发学生的学习热情和探究兴趣等。课堂教学评价具有促进学生发展和教师专业成长的双重功能。“以学论教”是新课程对课堂教学评价的新视角。
本研究的个案学校选取的是采用北师大版实验课本的英语实验学校,从小学二年级开始开设英语课。本研究的研究对象是二至六年级的全体小学生和英语教研室全体英语教师。通过问卷调查、访谈、课堂观察等方法,从学生学习的课堂表现、教师教学评价和师生课堂互动三个方面的实质性变化上进行了调查研究。最后落实到新的小学英语课堂教学评价标准表的实施。
从课堂观察及调查访谈中得到的研究结果是:目标小学里,教学尽量采用“任务型”的教学途径。任务型教学反映了英语教学从形式到意义、从知识到能力、从语言到文化的重心的转移。课堂评价的任务是实现小学阶段的课程目标,即培养学生综合运用语言的能力和兴趣。目标小学里教师把培养学生的学习兴趣、态度和自信心放在首位,把培养学生良好的学习策略和学习习惯作为教学的重要组成部分,教给学生学会学习、学会自我监控、自我评价的能力,把文化意识渗透到爱国主义教育和增强世界意识之中。这一切都是以学生的发展为本,从根本上确立了学生学习的主体地位,不仅教给学生丰富的知识,而且培养学生获得知识的能力,为学生的自主学习和持续发展打下基础。
从“以学论教”的新视角反思小学英语课堂教学评价,研究者认为教学的根本目的是为了学生的发展,教学是教师组织和引导学生进行有效学习的过程,是师生之间、学生之间交往互动、共同实现具体发展目标的过程。
In 2001, the new formed "English curriculum criterion", aiming at the quality education and the full development of the students, manifests the advanced idea of the new curriculum. It poses the new target: training the synthesis ability of the language utilization, which is the target of primary schools English classroom assessment.
The classroom assessment is an important constituent of English curriculum. The scientific assessing system is an important safeguard to realize the curriculum goals. According to the goal and the request of the curriculum criterion, English classroom assessment of primary schools should imply the effective monitoring to the whole teaching process and the result. Through the assessment, the students can unceasingly experience progresses and success in studying process of English curriculum, and know them, and establish self-confidence, and at last can promote to have a full scale development of the synthesis ability of the language utilization; The teachers are able to gain the feedback of English teaching information, and make a reflection and a suitable adjustment to their own teaching behavior, so the teachers can unceasingly raise the teaching level; The schools can promptly know the execution situation of curriculum criterion, and improve the teaching management, and promote the unceasing development and the consummation of English curriculum. The English task based teaching is the new object of English classroom teaching assessment of primary schools.
The classroom teaching is the main channel of quality education. Our country's new turn of basic educational curriculum reforms proposed that: To care about the students' performance in classroom is to become the main content of the classroom teaching assessment, including the students' behavioral performance, participating enthusiasm, emotional experiences, inquiring and pondering process and so on, in the interaction of students and teachers, in the independent study, and in the companion cooperation. That is to pay attention to how the students study. Even if to care about teachers' behavior, it is also to care about how the teachers promote students' study, such as how the teachers organize and promote the students to discuss, how the teachers assess and encourage students to study, and how the teachers stimulate students to study with enthusiasm and interest to inquire and so on. The classroom teaching assessment has double functions of both promoting the students' development and the teachers' professional growth. "To assess teaching by studying" is the new angle of view of the new curriculum to the classroom teaching assessment.
This research selected an example school, which uses the experimental textbook of Beijing Normal University version. This primary school opens English class from the second grade. The selection of object of this research is all students from the second grade to the sixth grade and all English teachers of English teaching office faculty. The research mainly adopts questionnaire surveying method, interviewing method, classroom observation method, and so on. The investigation and research focus on the substantive changes of three aspects, which are classroom performance of students' study, the teachers' teaching assessment, and the interaction of teachers and students in classroom. Finally the research gets the conclusion of the implementation of the new teaching assessment criteria table of English classroom of primary schools.
The findings obtained from the classroom observation, questionnaire, and interviews are: In the target primary school, the teachers use the "task based teaching method" as mostly as possible. The task based teaching method has reflected the gravity shift of English teaching from the form to the significance, from the knowledge to the ability, from the language to the cultural center. The task of classroom assessment is to realize the curriculum targets of primary schools. That is to train the students' ability and the interest of language synthesis utilization. In the target primary school, the teachers put it in the first place to cultivate students' studying interest, attitude and the self-confidence, and take it the important constituent of teaching to cultivate students' good study strategy and habits, teaching the students the abilities of learning to study, learning self- monitoring, and learning self- assessment, and seeping cultural consciousness into patriotic education and into the enhancement of world consciousness. All these are based on students' development, and fundamentally have established the active status of the students' studying. They not only teach the students the rich knowledge, but also train the students the ability to obtain the knowledge, and build the foundation for students tocontinue to develop independent study.
From the new angle of view "to assess teaching by studying" to reconsider English classroom teaching assessment of primary school, the researcher thought that the teaching's basic goal is for the students' development, and the teaching is the process of the teachers to organize and guide the students to have the effective study, and is the process of the associating interactions between the teachers and students, between students and students, to realize the concrete development goals together.
引文
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[14]王鉴.课堂重构:从“知识课堂”到“生命课堂”[J].教育理论与实践,2003,(1).
[15]肖传剑,熊燕.新课程理念下中学英语课堂教学评价的研究[J].基础教育外语教学与研究,2004,(6).
[16]熊国琪.小学英语课堂教学评价策略[J].中小学教材教学,2005,(8).
[17]许明.英国中小学教师的评价制度和特点[J].外国教育研究,2002,,(12).
[18]杨淑均.对《课堂教学评价的理论和方法》的结构和基本概念的认识[J].基础教育外语教学与研究,2005,4.
[19]叶澜.改革课堂教学与课堂教学评价改革[J].教育研究,2003,(8).
[20]叶澜.让课堂焕发出生命活力[J].教育研究,1997,(9).
[21]余刚.反思与重构:英语课堂教学评价改革邹议[J].基础教育外语教学研究,2003,(9).
[22]余艺文.美国教师课堂教学评价[J].课程·教材·教法,2003,(11).
[23]张春莉.从建构主义观点论课堂教学评价[].教育研究,2002,(7).
[24]周蓉.英语学习中形成性评价的策略与操作[J].成都教育学院学报,2003,(12).
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[1]李堃.基础教育中课堂教学评价的研究[D].广西师范大学.2003.
[2]潘学中.课堂教学评价实证研究[D].华东师范大学教育管理学系.2002.
[3]尹谦.初中英语任务型语言教学研究[D].西南师范大学教育科学研究所.2005.
[4]赵东臣.小学数学课堂教学评价的质性研究[D].东北师范大学.2005.
[5]周知慧.中小学发展性课堂教学评价研究[D].内蒙古师范大学.2005.
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[6]Ur.Penny.A Couse in Language Teaching:Pract ice and Theory[M].北京外语教学与研究出版社,2000.
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[2]朱慕菊.走进新课程—与课程实施者对话[M].北京:北京师范大学出版社,2002:2.
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[2]赵东臣.小学数学课堂教学评价的质性研究[J].东北师范大学学报,2005,(5).
[1]王鉴.论课堂的历史形态及其变革[J].西北师大学报(社会科学版),2006,(3):王鉴.课堂重构:从“知识课堂”到“生命课堂”[J].教育理论与实践,2003,(1)
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[7]罗少茜.英语课堂教学形成性评价研究[M].北京:外语教学与研究出版社,2002:24.
[1]余刚.反思与重构:英语课堂教学评价改革邹议[J].基础教育外语教学研究,2003,(9).
[2]郝志平.促进学生英语运用能力发展的课堂教学评价[J].辽宁师范学院学报(社科版),2003,(6).
[3]熊国琪.小学英语课堂教学评价策略[J].中小学教材教学,2005,(8).
[1]何慧.小学英语教学评价趋向[J].中小学教材教学,2003,(4).
[2]熊国琪.小学英语课堂教学评价策略[J].中小学教材教学,2005,(8).
[3]陈琳,王蔷,程晓堂.英语课程标准解读[M].北京:北京师范大学出版社,2002:119.
[1]陈琳,王蔷,程晓堂.英语课程标准解读[M].北京:北京师范大学出版社,2002:119.
[2]刘道义.基础教育英语教学评价浅析[J].课程教材教法,2005,(10).
[3]黑龙江省教育学院小学部英语教研室.“基础教育英语教学评价试验项目”黑龙江省试验区试验工作阶段总结[J].黑龙江教育(中学版),2004,(3).
[1]陈琳,王蔷,程晓堂.英语课程标准解读[M].北京:北京师范大学出版社,2002:120.
[2]秦莉.基础英语教学评价的方式与策略试析[J].中州大学学报,2005,(1).
[3]刘道义.基础教育英语教学评价浅析[J].课程教材教法,2005,(10).
[4]禹明.小学英语教学评价[J].基础教育外语教学研究,2004,(11).
[5]刘道义.基础教育英语教学评价浅析[J].课程教材教法,2005,(10).
[6]陈琳,王蔷,程晓堂.英语课程标准解读[M].北京:北京师范大学出版社,2002:119-120.
[7]全日制义务教育普通高级中学英语课程标准(实验稿)[M].北京:北京师范大学出版社,2001:40.
[1]陈琳,王蔷,程晓堂.英语课程标准解读[M].北京:北京师范大学出版社,2002:121.
[2]Gregory J.Cizek.Learning,Achievement,and Assessment:Constructs at a Crossroads[C].Gary D.phye.Handbook of Classroom Assessment[M].Academic Press,1977.
[1]Nancy c.Rhodes,Maria H.Rosenbusch.Foreign Language:Instruments,Techniques,and Standards[C].Cary D.phye.Handbook of Classroom Assessment[M].Academic Press,1977.
[1]许明.英国中小学教师的评价制度和特点[J].外国教育研究,2002,(12).
[2]余艺文.美国教师课堂教学评价[J].课程·教材·教法,2003,(11).
[1]Ellis R.Instructed Second Language Acquisition[M].Basil Blackwell,1990.
[2]魏永红.任务型外语教学研究-认知心理学视角[M].上海:华东师范大学出版社,2004:64.
[1]Numan D.Communicative Tasks and the Language Curriculum[J].TESOL Quarterly,1991,(2).
[2]Prabhu N.S.Second Language Pedagogy[M].OUP,1987:17.
[3]Willis J.A Framework for Task-based Learning[M].Longman,1996:23.
[4]龚亚夫,罗少茜.任务型语言教学[M].北京:人民教育出版社,2003:13.
[1]尹谦.初中英语任务型语言教学研究[D].西南师范大学教育科学研究所,2005,(4).
[1]安凤歧,梁承锋.小学英语新课程教学法[M].北京:首都师范大学出版社,2004:33.
[1]注:见《新标准英语 课堂活动用书》第五册,第18页
[1]安凤崎,梁承锋.小学英语新课程教学法[M].北京:首都师范大学出版社,2004:37.
[1]安风崎,梁承锋.小学英语新课程教学法[M].北京:首都师范大学出版社,2004:102.
[2]同上:38.
[3]禹明.小学英语教学评价[J].基础教育外语教学研究,2004,(11).
[4]安凤崎,梁承锋.小学英语新课程教学法[M].北京:首都师范大学出版社。2004:38.
[1]叶澜.“新基础教育”发展性研究报告集[M].北京:中国轻工业出版社,2004:122.
[1]注:此表引用处见叶澜.“新基础教育”发展性研究报告集[M].北京:中国轻工业出版社.2004:123.
[1]何启明.新课程与教育评价改革[J].湖北教育学院学报,2004,(2).
[1]张健.创新教学评价:“以学论教”[J].现代中小学教育,2005,(6).
[1]佐藤学著.钟启泉译.课程与教师[M].北京:教育科学出版社,2003:233.
[1]陈柏华.浅谈形成性评价在英语教学中的应用[J].常州师范专科学校学报,2003,(3).
[2]慈文杰.任务型教学与形成性评价相结合的新型英语课堂[J].牡丹江教育学院学报,2005,(1).
[3]杜小宜.小学英语课堂教学评价的探索与实践[J].中小学教材教学,2005,(12).
[4]何慧.小学英语教学评价趋向[J].绥化师专学报,2003,(4).
[5]何蓉容.新课标下的英语课堂教学初探[J].成都教育学院学报,2005,(5).
[6]郝志平.促进学生英语运用能力发展的课堂教学评价[J].重庆交通学院学报(社科版),2003,(6).
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[8]刘道义.基础教育英语教学评价浅析[J].课程教材教法,2005,(10).
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[10]钱小芳.新课程新教学新评价——谈新课程下的英语教学中对学生的评价[J].黑龙江教育,2003,(17).
[11]邱才训.关于“发展性教学评价”若干问题解答[J].教育导刊,2003,(2),上半号.
[12]王光明.建构观下好课的标准[J].基础教育研究,2000,(2).
[13]王鉴.论课堂的历史形态及其变革[J].西北师大学报(社会科学版),2006,(3).
[14]王鉴.课堂重构:从“知识课堂”到“生命课堂”[J].教育理论与实践,2003,(1).
[15]肖传剑,熊燕.新课程理念下中学英语课堂教学评价的研究[J].基础教育外语教学与研究,2004,(6).
[16]熊国琪.小学英语课堂教学评价策略[J].中小学教材教学,2005,(8).
[17]许明.英国中小学教师的评价制度和特点[J].外国教育研究,2002,,(12).
[18]杨淑均.对《课堂教学评价的理论和方法》的结构和基本概念的认识[J].基础教育外语教学与研究,2005,4.
[19]叶澜.改革课堂教学与课堂教学评价改革[J].教育研究,2003,(8).
[20]叶澜.让课堂焕发出生命活力[J].教育研究,1997,(9).
[21]余刚.反思与重构:英语课堂教学评价改革邹议[J].基础教育外语教学研究,2003,(9).
[22]余艺文.美国教师课堂教学评价[J].课程·教材·教法,2003,(11).
[23]张春莉.从建构主义观点论课堂教学评价[].教育研究,2002,(7).
[24]周蓉.英语学习中形成性评价的策略与操作[J].成都教育学院学报,2003,(12).
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[2]陈琳,王蔷,程晓堂主编.英语课程标准解读[M].北京:北京师范大学出版社,2002.
[3]陈玉琨.教育评价学[M].北京:人民教育出版社,1999.
[4]高文季等主编.教学评价实验与研究[M].北京:北京师范大学出版社,1992.
[5]胡德海.教育学原理[M].兰州:甘肃教育出版社,1998.
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[7]金娣,王刚.教育评价与测量[M].北京:教育科学出版社,2002.
[8]李秉德.教学论[M].北京:人民教育出版社,1991.
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[15]叶澜.“新基础教育”发展性研究报告集[M].北京:中国轻工业出版社,2004.
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[18]钟启泉等.为了中华民族的复兴,为了每位学生的发展——基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
[19]周谦主编.教育评价与统计[M].北京:科学出版社,1998.
[20]朱慕菊.走进新课程——与课程实施者对话[M].北京师范大学出版社,2002.
[1]李堃.基础教育中课堂教学评价的研究[D].广西师范大学.2003.
[2]潘学中.课堂教学评价实证研究[D].华东师范大学教育管理学系.2002.
[3]尹谦.初中英语任务型语言教学研究[D].西南师范大学教育科学研究所.2005.
[4]赵东臣.小学数学课堂教学评价的质性研究[D].东北师范大学.2005.
[5]周知慧.中小学发展性课堂教学评价研究[D].内蒙古师范大学.2005.
[1]Ellis R.Instructed Second Language Acquisition[J].Basil Blackwell.(1990)
[2]Ellis R.The Study of Second Language Acquisition[M].上海外语教育出版社,2004.
[3]Gregory J.,Cizek.Learning,Achievement,and Assessment:Constructs at a Crossroads[C].Gary D.,Phye.Handbook of Classroom Assessment[M].Academic Press,1977.
[4]Prabhu N.S.Second Language Pedagogy[M].OUP,1987
[5]Numan D.Communicative Tasks and the Language Curriculum[J].TESOL Quarterly,1991,(2).
[6]Ur.Penny.A Couse in Language Teaching:Pract ice and Theory[M].北京外语教学与研究出版社,2000.
[7]Willis J.A.Frame Work for Task-based Learning[M].Longman,1996.
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