新课程标准下普通高中英语学业成绩评估的调查研究
|
摘要
语言测试是伴随着语言教学出现的,是为语言教学服务的。语言教学的任务是培养学习者实际运用所学语言的能力,而语言测试的目的则是提供一种科学的测试工具。随着英语教学与改革的发展,越来越多的教育工作者和管理者开始更多地重视和关注英语测试研究。
在我国,在《基础教育课程改革纲要(试行)》精神指导下,结合现代课程理念和现代英语语言教学思想,《普通高中英语课程标准(实验)》于2003年正式出版了,并从2004年9月进入试用阶段。全国有4个实验区,山东省就是其中之一。通过认真解读《高中英语标准》,我们发现新课程标准体现了语言学、外语教育理论和实践的最新发展,强调以发展语言运用能力为根本目的的交际性教学思想。《高中英语标准》对语言技能、语言知识、情感态度、学习策略和文化意识五个方面分别提出了相应的具体内容标准,这为高中英语教学和评价的实施提供了具体依据。
在高中英语教学阶段,学生的学业成绩倍受师生、社会和家长的关注。传统的学业成绩评估方式是否符合现代外语教学理论,是否接纳了新的语言测试理论,是否符合新课程标准的要求,全面地评价新课程标准对高中英语课程所提出的具体内容标准。本文从学生的学业成绩评估入手,结合新的语言测试理论和教学评价理论,调查在新课程标准试行近两年的今天,新课程标准中的评价建议在高中英语教学实践中的实施情况。
本文第一章的文献综述,首先从语言能力的界定入手,简要回顾了在语言学发展的不同时期,国内外的语言学家对交际语言能力概念的界定。在此基础上,指出新课程标准中提出的综合语言运用能力超越了交际语言能力的范畴。实际上,综合语言运用能力是一种新的语言教学模式的培养目标。同时,回顾了语言测试的发展史,阐明交际测试法是迄今为止较为科学完善的外语测试方法。
目前英语测试的研究开始关注语言能力的科学测量。第二章的理论探索,从语言测试的主要类型及评价原则入手,分析了学业成绩测试(achievement tests)的常见方式,指出传统的学业成绩测试是一种终结性评价方式,仅通过这一种方式来评价语言学科是远远不够的。因此,笔者提出采用学业成绩评估(achievement assessment)这一说法来概括包括学业成绩测试及语言学习过程中的形成性评价方式在内的多元化、多样化的学业考评方式。
As is known, language testing appears after language teaching and serves it all the way. The task of language teaching is to cultivate the language learners the abilities of using language, while the purpose of language testing is to provide us scientific techniques of measurement. Nowadays, more and more educators begin to pay much more attention to language testing.
In China, based on The English Curricular Criteria for Full-time Compulsory Education and Common Senior Middle School (2001), the new English Curriculum Standards for Senior School was issued in 2003 and it has been carried out in four provinces since September, 2004. Shandong province is one of them. The English Curriculum Standards embodies the latest development of linguistics, ELT theory and practice and emphasizes on developing the abilities of language use. It also provides specific curricular content standards on language skills, language knowledge, emotional attitude, learning strategy and cultural awareness. So the criteria have offered a concrete basis for the implementation of the Senior English teaching and evaluation.
This thesis aims to investigate the achievement assessment of Senior English from the perspective of new curriculum standards, which is attached great importance to by teachers, students, parents, etc. In accordance with the framework of communicative language abilities and Bachman’s communicative language testing theory, traditional achievement tests are not perfect and comprehensive to assess the students’language use abilities. So the evaluation suggestions are put forward in the English Curriculum Standards. The investigations mainly focus on the current situation of achievement assessment.
This thesis consists of six parts. Introducation gives a brief statement of the thesis. The first chapter presents the definitions of language abilities in different periods and gives a brief review on language testing in the developing process. In the light of the theories, the author pointed out that the comprehensive language use abilities referred in the English Curriculum Standards go beyond the category of
在我国,在《基础教育课程改革纲要(试行)》精神指导下,结合现代课程理念和现代英语语言教学思想,《普通高中英语课程标准(实验)》于2003年正式出版了,并从2004年9月进入试用阶段。全国有4个实验区,山东省就是其中之一。通过认真解读《高中英语标准》,我们发现新课程标准体现了语言学、外语教育理论和实践的最新发展,强调以发展语言运用能力为根本目的的交际性教学思想。《高中英语标准》对语言技能、语言知识、情感态度、学习策略和文化意识五个方面分别提出了相应的具体内容标准,这为高中英语教学和评价的实施提供了具体依据。
在高中英语教学阶段,学生的学业成绩倍受师生、社会和家长的关注。传统的学业成绩评估方式是否符合现代外语教学理论,是否接纳了新的语言测试理论,是否符合新课程标准的要求,全面地评价新课程标准对高中英语课程所提出的具体内容标准。本文从学生的学业成绩评估入手,结合新的语言测试理论和教学评价理论,调查在新课程标准试行近两年的今天,新课程标准中的评价建议在高中英语教学实践中的实施情况。
本文第一章的文献综述,首先从语言能力的界定入手,简要回顾了在语言学发展的不同时期,国内外的语言学家对交际语言能力概念的界定。在此基础上,指出新课程标准中提出的综合语言运用能力超越了交际语言能力的范畴。实际上,综合语言运用能力是一种新的语言教学模式的培养目标。同时,回顾了语言测试的发展史,阐明交际测试法是迄今为止较为科学完善的外语测试方法。
目前英语测试的研究开始关注语言能力的科学测量。第二章的理论探索,从语言测试的主要类型及评价原则入手,分析了学业成绩测试(achievement tests)的常见方式,指出传统的学业成绩测试是一种终结性评价方式,仅通过这一种方式来评价语言学科是远远不够的。因此,笔者提出采用学业成绩评估(achievement assessment)这一说法来概括包括学业成绩测试及语言学习过程中的形成性评价方式在内的多元化、多样化的学业考评方式。
As is known, language testing appears after language teaching and serves it all the way. The task of language teaching is to cultivate the language learners the abilities of using language, while the purpose of language testing is to provide us scientific techniques of measurement. Nowadays, more and more educators begin to pay much more attention to language testing.
In China, based on The English Curricular Criteria for Full-time Compulsory Education and Common Senior Middle School (2001), the new English Curriculum Standards for Senior School was issued in 2003 and it has been carried out in four provinces since September, 2004. Shandong province is one of them. The English Curriculum Standards embodies the latest development of linguistics, ELT theory and practice and emphasizes on developing the abilities of language use. It also provides specific curricular content standards on language skills, language knowledge, emotional attitude, learning strategy and cultural awareness. So the criteria have offered a concrete basis for the implementation of the Senior English teaching and evaluation.
This thesis aims to investigate the achievement assessment of Senior English from the perspective of new curriculum standards, which is attached great importance to by teachers, students, parents, etc. In accordance with the framework of communicative language abilities and Bachman’s communicative language testing theory, traditional achievement tests are not perfect and comprehensive to assess the students’language use abilities. So the evaluation suggestions are put forward in the English Curriculum Standards. The investigations mainly focus on the current situation of achievement assessment.
This thesis consists of six parts. Introducation gives a brief statement of the thesis. The first chapter presents the definitions of language abilities in different periods and gives a brief review on language testing in the developing process. In the light of the theories, the author pointed out that the comprehensive language use abilities referred in the English Curriculum Standards go beyond the category of
引文
Alderson, J. C., Clapham C. & Wall D. (2000). Language Test Construction and Evaluation[M]. Beijing: Foreign Language Teaching and Research Press.
Arthur, Hughes. (2000). Testing for Language Teachers[M]. Beijing: Foreign Language Teaching and Research Press.
Bachman L. F. (1999). Fundamental Considerations in Language Testing[M]. Shanghai: Shanghai Foreign Language Education Press.
Bachman L. F. & Palmer, A. S. (1996). Language Testing in Practice[M]. Oxford, UK: Oxford University Press.
Bachman L. F. & Cohen A. D. (2002). Interfaces Between Second Language Acquisition and Language Testing Research[M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. M. (1996). Learning About Language Assessment: Dilemmas, Decisions and Directions[M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. M. (2003). Learning About Language Assessment: Dilemmas, Decisions and Directions[M]. Beijing: Foreign Language Teaching and Research Press.
Brown, J. D. (2001). Understanding Research in Second Language Learning[M]. Beijing: Foreign Language Teaching and Research Press.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Beijing: Foreign Language Teaching and Research Press.
Canale, M. and M. Swain. (1980). ‘ Theoretical bases of communicative approaches to second language teaching and testing.’ Applied Linguuistics1,1:1-47.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language[M]. Beijing: Foreign Language Teaching and Research Press.
Davies, A., Brown, A., Elder, C., Hill K., Lumley, T. & McNamara, T. (2002). Dictionary of Language Testing[Z]. Beijing: Foreign Language Teaching and Research Press.
Genesee, Fred & Upshur, Johna A. (2001). Classroom-based Evaluation in Second
Language Education[M]. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
Heaton, J. B. (2000). Writing English Language Tests[M]. Beijing: Foreign Language Teaching and Research Press,
Henning, G. (2001). A Guide to Language Testing: Development, Evaluation and Research[M]. Beijing: Foreign Language Teaching and Research Press.
Hughes, A. (1989). Testing for Language Teachers[M]. Cambridge, UK.: Cambridge University Press..
Hymes, D. H. (1972b). ‘On communicative competence’in J. B. Pride and J. Holmes(eds.): Sociolinguistics. Harmondsworth: Penguin: 269-93
Lado, R. (1961). Language Testing[M]. New York: McGraw-Hill.
Lynch, B. K. (2001). Language Program Evaluation Theory and Practice[M]. Shanghai: Shanghai Foreign Language Education Press.
Skehan, P. (1992). ‘Strategies in second language acquisition’ in Thames Valley University Working Papers in English Language Teaching, no.1
Spolsky, B. (1999). Measured Words[M]. Shanghai: Shanghai Foreign Language Education Press.
Us, Penny. (2000). A Course in Language Teaching: Practice and Theory[M]. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
Willis, J. & Willis, D. (2002). Challenge and Change in Language Teaching[M]. Shanghai: Shanghai Foreign Language Education Press.
Wood, Robert. (2001). Assessment and Testing: A Survey of Research[M]. Beijing: Foreign Language Teaching and Research Press.
陈琳,王蔷,程晓堂(主编),《全日制义务教育英语课程标准(实验稿)解读》. 北京:北京师范大学出版社.
陈琳,王蔷,程晓堂.《普通高中英语课程标准(实验)解读》. 南京:江苏教育出版社,2004.
陈佑林,张国华,高中英语教学与测试问卷调查报告[J]. 考试研究. 2003(1). 天津:天津人民出版社.
戴炜栋,束定芳等编著. 现代英语语言学概论[M]. 上海:上海外语教育出版社,1998.
范晓玲. 教学评价论[M]. 长沙:湖南教育出版社,1999.
高洪德,黄自成. 高考改革与高中英语教学[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
高兰生. 英语测试与试题命制[M]. 北京:人民教育出版社,2001.
龚亚夫. 英语评价中的问题及其对策[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12
顾曰国编. 网络教育初探[C]. 北京:外语教学与研究出版社,2004.10.
桂诗春,宁春岩著. 语言学方法论[M]. 北京:外语教学与研究出版社,1997.8.
韩宝成. 语言测试的新进展:基于任务的语言测试. 外语教学与研究. 第 35 卷第 5 期.
黄光扬主编. 教育测量与评价[M]. 上海:华东师范大学出版社,2002.8.
李筱菊(主编). 1987-1989. 交际英语教程(CECL- Communicative English for Chinese Learners). 上海:上海外语教育出版社.
李筱菊. 语言测试科学与艺术[M]. 长沙:湖南教育出版社,2001.5.
李筱菊. 怎样测试英语运用能力[Z]. http://www.chinaetr.com
李清华. 论交际测试的特点和本质[J]. 山东外语教学. 2000(3):67-71.
李清华. 外语测试:历史、现状与展望[J]. 四川外语学院学报,2001(3):99-103.
刘润清,韩宝成. 语言测试和它的方法[M]. 北京:外语教学与研究出版社,2000,第二版
刘润清. 外语教学中的科研方法[M]. 北京:外语教学与研究出版社,1999.
刘正光. “测试---交际语言学中亟待解决的问题”[J]. 外语教学与研究,1998(6)
平克虹. 高考英语试卷结构与题型改革的历史回顾[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
亓鲁霞. NMET 的反拨作用[J]. 外语教学与研究. 2004(5).
乔玉全. 基础英语教育课程改革与评价趋势[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
束定芳,庄智象. 现代外语教学---理论、实践与方法[M]. 上海:上海外语教育出版社,1996.
宋桂月,金莺主编. 《全日制义务教育 普通高级中学英语课程标准教师读本》 (修订本). 武汉:华中师范大学出版社,2003.
孙平华. 我国高考英语测试的理论基础和实际面临的主要问题[J]. 基础教育外语教学研究. 2005(5):27-40.
文秋芳主编. 英语口语测试与教学[M]. 上海:上海外语教育出版社,1999.
武尊民. 英语测试的理论与实践[M]. 北京:外语教学与研究出版社,2002.
熊明丽. 论交际语言测试[J]. 合肥工业大学学报(社会科学版). 2004.2. (第18 卷第 1 期)
徐强. 英语测试的理论与命题实践[M]. 合肥:安徽教育出版社,1992.
[英] 阿兰?戴维斯著. 语言测试原理[M]. 任福昌,吴平,任筱萌译. 北京:经济科学出版社,1998.2
杨敏,肖龙福主编. 英语新课程理念与实施[M]. 济南:山东教育出版社,2004.
杨惠中. 语言测试与语言教学[J]. 外语界. 1999(1):16-25.
张连仲. 英语高考试题设计――技术与理念的解读与反思[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12
张 宝 均 . 对 语 言 测 试 反 作 用 于 教 学 的 再 认 识 [J]. 语 言 教 学 与 研 究 . 1998(2):129-138.
邹申,杨任明. 简明英语测试教程[M]. 北京:高等教育出版社,2000.
邹申. 英语语言测试---理论与操作[M]. 上海:上海外语教育出版社,1998.
中华人民共和国教育部. 普通高中英语课程标准(实验)[S]. 北京:人民教育出版社,2003.
Arthur, Hughes. (2000). Testing for Language Teachers[M]. Beijing: Foreign Language Teaching and Research Press.
Bachman L. F. (1999). Fundamental Considerations in Language Testing[M]. Shanghai: Shanghai Foreign Language Education Press.
Bachman L. F. & Palmer, A. S. (1996). Language Testing in Practice[M]. Oxford, UK: Oxford University Press.
Bachman L. F. & Cohen A. D. (2002). Interfaces Between Second Language Acquisition and Language Testing Research[M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. M. (1996). Learning About Language Assessment: Dilemmas, Decisions and Directions[M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. M. (2003). Learning About Language Assessment: Dilemmas, Decisions and Directions[M]. Beijing: Foreign Language Teaching and Research Press.
Brown, J. D. (2001). Understanding Research in Second Language Learning[M]. Beijing: Foreign Language Teaching and Research Press.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Beijing: Foreign Language Teaching and Research Press.
Canale, M. and M. Swain. (1980). ‘ Theoretical bases of communicative approaches to second language teaching and testing.’ Applied Linguuistics1,1:1-47.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language[M]. Beijing: Foreign Language Teaching and Research Press.
Davies, A., Brown, A., Elder, C., Hill K., Lumley, T. & McNamara, T. (2002). Dictionary of Language Testing[Z]. Beijing: Foreign Language Teaching and Research Press.
Genesee, Fred & Upshur, Johna A. (2001). Classroom-based Evaluation in Second
Language Education[M]. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
Heaton, J. B. (2000). Writing English Language Tests[M]. Beijing: Foreign Language Teaching and Research Press,
Henning, G. (2001). A Guide to Language Testing: Development, Evaluation and Research[M]. Beijing: Foreign Language Teaching and Research Press.
Hughes, A. (1989). Testing for Language Teachers[M]. Cambridge, UK.: Cambridge University Press..
Hymes, D. H. (1972b). ‘On communicative competence’in J. B. Pride and J. Holmes(eds.): Sociolinguistics. Harmondsworth: Penguin: 269-93
Lado, R. (1961). Language Testing[M]. New York: McGraw-Hill.
Lynch, B. K. (2001). Language Program Evaluation Theory and Practice[M]. Shanghai: Shanghai Foreign Language Education Press.
Skehan, P. (1992). ‘Strategies in second language acquisition’ in Thames Valley University Working Papers in English Language Teaching, no.1
Spolsky, B. (1999). Measured Words[M]. Shanghai: Shanghai Foreign Language Education Press.
Us, Penny. (2000). A Course in Language Teaching: Practice and Theory[M]. Beijing: Foreign Language Teaching and Research Press, Cambridge University Press.
Willis, J. & Willis, D. (2002). Challenge and Change in Language Teaching[M]. Shanghai: Shanghai Foreign Language Education Press.
Wood, Robert. (2001). Assessment and Testing: A Survey of Research[M]. Beijing: Foreign Language Teaching and Research Press.
陈琳,王蔷,程晓堂(主编),《全日制义务教育英语课程标准(实验稿)解读》. 北京:北京师范大学出版社.
陈琳,王蔷,程晓堂.《普通高中英语课程标准(实验)解读》. 南京:江苏教育出版社,2004.
陈佑林,张国华,高中英语教学与测试问卷调查报告[J]. 考试研究. 2003(1). 天津:天津人民出版社.
戴炜栋,束定芳等编著. 现代英语语言学概论[M]. 上海:上海外语教育出版社,1998.
范晓玲. 教学评价论[M]. 长沙:湖南教育出版社,1999.
高洪德,黄自成. 高考改革与高中英语教学[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
高兰生. 英语测试与试题命制[M]. 北京:人民教育出版社,2001.
龚亚夫. 英语评价中的问题及其对策[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12
顾曰国编. 网络教育初探[C]. 北京:外语教学与研究出版社,2004.10.
桂诗春,宁春岩著. 语言学方法论[M]. 北京:外语教学与研究出版社,1997.8.
韩宝成. 语言测试的新进展:基于任务的语言测试. 外语教学与研究. 第 35 卷第 5 期.
黄光扬主编. 教育测量与评价[M]. 上海:华东师范大学出版社,2002.8.
李筱菊(主编). 1987-1989. 交际英语教程(CECL- Communicative English for Chinese Learners). 上海:上海外语教育出版社.
李筱菊. 语言测试科学与艺术[M]. 长沙:湖南教育出版社,2001.5.
李筱菊. 怎样测试英语运用能力[Z]. http://www.chinaetr.com
李清华. 论交际测试的特点和本质[J]. 山东外语教学. 2000(3):67-71.
李清华. 外语测试:历史、现状与展望[J]. 四川外语学院学报,2001(3):99-103.
刘润清,韩宝成. 语言测试和它的方法[M]. 北京:外语教学与研究出版社,2000,第二版
刘润清. 外语教学中的科研方法[M]. 北京:外语教学与研究出版社,1999.
刘正光. “测试---交际语言学中亟待解决的问题”[J]. 外语教学与研究,1998(6)
平克虹. 高考英语试卷结构与题型改革的历史回顾[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
亓鲁霞. NMET 的反拨作用[J]. 外语教学与研究. 2004(5).
乔玉全. 基础英语教育课程改革与评价趋势[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12.
束定芳,庄智象. 现代外语教学---理论、实践与方法[M]. 上海:上海外语教育出版社,1996.
宋桂月,金莺主编. 《全日制义务教育 普通高级中学英语课程标准教师读本》 (修订本). 武汉:华中师范大学出版社,2003.
孙平华. 我国高考英语测试的理论基础和实际面临的主要问题[J]. 基础教育外语教学研究. 2005(5):27-40.
文秋芳主编. 英语口语测试与教学[M]. 上海:上海外语教育出版社,1999.
武尊民. 英语测试的理论与实践[M]. 北京:外语教学与研究出版社,2002.
熊明丽. 论交际语言测试[J]. 合肥工业大学学报(社会科学版). 2004.2. (第18 卷第 1 期)
徐强. 英语测试的理论与命题实践[M]. 合肥:安徽教育出版社,1992.
[英] 阿兰?戴维斯著. 语言测试原理[M]. 任福昌,吴平,任筱萌译. 北京:经济科学出版社,1998.2
杨敏,肖龙福主编. 英语新课程理念与实施[M]. 济南:山东教育出版社,2004.
杨惠中. 语言测试与语言教学[J]. 外语界. 1999(1):16-25.
张连仲. 英语高考试题设计――技术与理念的解读与反思[R]. 济南:首届全国英语中高考改革暨新课程测试评价研讨会,2005.12
张 宝 均 . 对 语 言 测 试 反 作 用 于 教 学 的 再 认 识 [J]. 语 言 教 学 与 研 究 . 1998(2):129-138.
邹申,杨任明. 简明英语测试教程[M]. 北京:高等教育出版社,2000.
邹申. 英语语言测试---理论与操作[M]. 上海:上海外语教育出版社,1998.
中华人民共和国教育部. 普通高中英语课程标准(实验)[S]. 北京:人民教育出版社,2003.