王海啸解读新大英学语教学课程标准.pptVIP

从个性化教学目标和以学习为中心的教学模式，到促进教学发展的综合评价;;课程教学;教学目标：Goals and Objectives;教学目标的主要内容;教学目标的主要内容;制定中的大学英语教学指南;大学英语应用能力;制定中的大学英语教学指南;大学英语应用能力;大学英语应用能力;制定中的大学英语教学指南;大学英语应用能力;制定中的大学英语教学指南;大学英语应用能力;制定中的大学英语教学指南;大学英语应用能力解构;大学英语应用能力解构;教学目标;教学目标;教学目标;教学目标;教学目标;教学目标;教学目标;;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;语言能力发展;以学习为中心的教学模式;以学习为中心的教学模式;以学习为中心的教学模式;;评价与测试;Assessment;Assessment of Teaching;Assessment of Learning;评价与测试;评价与测试;评价与测试;评价与测试;终结性评价与形成性价;终结性评价与形成性价;终结性评价与形成性价;终结性评价与形成性价;终结性评价与形成性价;终结性评价与形成性价;反馈;反馈;反馈;反馈;形成性评价的类型;中长期形成性评价中的三个问题;Where am I going? Give students a list of the leaning targets they are responsible for mastering, written in student-friendly language. Show students anonymous strong and weak examples of the kind of product or performance they are expected to create and have them use a scoring guide to determine which one is better and why. (Chappuis Chappuis, 2008);Where am I now? Administer a non-graded quiz partway through the learning, to help both teacher and students understand who needs to work on what. Highlight phrases on a scoring guide reflecting specific strengths and areas for improvement and staple it to student work. Have students identify their own strengths and areas for improvement using a scoring guide. Have students keep a list of learning targets for the course and periodically check off the ones they have mastered. (Chappuis Chappuis, 2008);How can I close the gap? Give students feedback and have them use it to set goals. Have students graph or describe their progress on specific learning targets. Ask students to comment on their progress: What changes have they noticed? What is easy that used to be hard? What insights into themselves as learners have they discovered? (Chappuis Chappuis, 2008);形成性评价的方法与研究;形成性评价的方法与研究;形成性评价的方法与研究;Thank You !