On a project-driven job-oriented English language teaching in the classroom evaluation methods.docVIP

On a project-driven job-oriented English language teaching in the classroom evaluation methods Paper Keywords: project-driven evaluation of vocational English class Abstract: In the English teaching job in order to drive the project-oriented, based on professional learning and students need to structure the curriculum structure, organization of contents, to receive good results, which require a more reasonable evaluation methods , this paper analyzes the problems of traditional evaluation methods, based on the project-driven approach in the evaluation of appropriate teaching methods were discussed. Introduction The current level of teaching advocated ‘task to lead, project-driven’ teaching philosophy, which is the traditional teaching methods and means of reform, initially it is by the famous American educator, Dr. Katz, professor at the University of Illinois and easy to Canadian educators , University of Alberta professor Dr. Charles pushed together to create a student-centered pedagogy. ‘project driven’ education system, mainly to change the traditional concept of the three centers of teaching, that is teacher-centered changed to student-centered, textbook-center was changed to ‘project’ as the center of the classroom as the center was changed to the actual experience of the center. I, as an English teacher in the post, in the classroom teaching, constantly trying to drive the project-oriented teaching, according to the needs of professional learning needs of students and to structure the course structure, organization of contents, melting, ‘teaching, learning, doing ‘integration, strengthen the ability of students to receive good results. At the same time realize that it is because the project pedagogy and the difference between traditional teaching methods, teaching that the implementation of the project on the teaching process and the evaluation of teaching effectiveness is very important. A project-driven evaluation of teaching the importan