基于多元智能理论的高职英语教学评价.pdfVIP

Creative Education Studies 创新教育研究, 2017, 5(4), 349-356 Published Online October 2017 in Hans. /journal/ces /10.12677/ces.2017.54054 English Teaching Appraisal of Higher Vocational College Based on Theory of Multiple Intelligences Jing Jin Zhejiang Post and Telecommunication College, Shaoxing Zhejiang th th th Received: Sep. 29 , 2017; accepted: Oct. 13 , 2017; published: Oct. 20 , 2017 Abstract A reasonable English teaching appraisal plays an important guiding and regulatory role in the reform of English teaching modes and methods as well as the improvement of English teaching performance. Theory of Multiple Intelligence believes that individual intelligences are not singu- lar, which are multiple, and each person is the combination of dynamic intelligences. Intelligences vary in development both within and among individuals, therefore each student should be given opportunity to respect and develop their multiple intelligences. It advocates that MIT-based teaching appraisal should integrate with the process of teaching and learning and the students’ development. Based on the study of Theory of Multiple Intelligence and the higher vocational stu- dents’ enrollment, their poor English basis and their multiple intelligences, a vocational English teaching appraisal system and a list of Contextualized Assessment tasks are thus constructed and then put into use in vocational English teaching and learning. MIT-based teaching appraisal focus- es on student-centered teaching concept, performance-based contextualized assessments and Portfolio Assessment, whose teaching assessment ought to be multiple, conte