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在任務型教學中運用評價課堂表現(xiàn)方法的研究
Using Performance Assessment in Task-Based Language Teaching
在任務型教學中運用評價課堂表現(xiàn)方法的研究
Abstract: According to the basic theory of the Task-Based Language Teaching，this essay mainly discusses the method of Using Performance Assessment in Task-Based Language Teaching in English teaching classroom. Performance assessment tools include observation, portfolios, conferences, dialogue journals, multimedia projects, cartoons, long-term projects, the tools measure a student performance and learning. They can make the students be interesting in learning English. I write it down so that we can study it together.
Key Words: performance, assessment, Task-Based, Language, Teaching
摘要： 根據(jù)任務型教學的基本理論，本文主要探討在任務型教學的英語課堂中評價學生的方法, 成績評價這一工具包括觀察，紙張，討論，日常 對話，多媒體設計，卡通， 長期計劃等，這些工具是衡量學生的成績和學習。他們可以激起學生的學習英語的興趣。寫下本文以供大家參考。
關(guān)鍵詞：表現(xiàn)，評價，任務型，教學
Ⅰ. Introduction
Are you familiar with the following”
1. Is it true or false?
2. Is it answer a. b, c. d (or all of the above )?
3. Can you match the definition of the vocabulary word to the word listed beside?
Most teachers’ answers are positive for they are the questions we often see in our examination papers. We’d categorize these questions into the Traditional Assessment type, which is to assess a child’s direct recall of the information. In our English language teaching (ELT) assessment reform, we advocate Performance Assessment, which is to 1) meet the needs of children who learn in a variety of modalities; 2) assess a child’s ability to solve problems, process information, and work in real-world settings.
Ⅱ Working Definition for Performance Assessment
What distinguishes performance ass
[1] [2] [3] [4] [5]
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