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Summary：With the increasing abundance of online learning resources，such as micro-class and MOOC，college English Teachers Try to practice blended college English teaching based on online resources，and have achieved some success.Based on the current situation of college English blended teaching and evaluation，the course "understanding IELTS：English Language Test Skills"（hereinafter referred to as "understanding IELTS"）is selected as a case study，this paper analyzes the advantages of blended teaching from four aspects of curriculum resources，implementation interaction，learning support service and learning evaluation，and probes into an effective mode of college English blended teaching and evaluation.
Key Words：College English;Blended Instruction;instruction evaluation
Driven by advanced information technology，online education resources become increasingly rich，Moke，micro-class and a large number of high-efficiency，high-quality courses have mushroomed.Relying on advanced technology，these courses have been widely used in teaching，and a large number of new teaching models have emerged，such as “flipped classroom”，“cloud classroom” and “rain classroom”.These teaching models are all new models of blended teaching and are expected to become the mainstream direction of education.In recent years，the government has also issued a number of documents and policies to encourage teachers to engage in blended learning based on online courses.By analyzing the advantages of the course “understanding IELTS” from the following four aspects：curriculum resources，implementation interaction，learning support service and learning evaluation，this paper explores the model of college English blended teaching and evaluation，help to deepen the reform of college English teaching.Since the 21st century，with the development of information technology and the popularization of Internet，online learning has developed rapidly.The reform of college English teaching in China has focused on the promotion of information technology and the cultivation of listening and speaking ability，focusing on “what to teach” and “how to teach”，using modern information technology to try new teaching mode，the quality of college English teaching in China has been improved obviously.Information Technology has brought about the renewal of college English teaching ideas and teaching methods.In recent years，college English teaching in China has been trying to find out more advanced teaching ideas and methods，but teaching evaluation is still in a more traditional stage. However，the formative assessment of many colleges and universities is too single，and the formative assessment of students mostly stays at the level of academic assessment，such as unit assessment，mid-term assessment and final assessment.Taking the university where the author lives as an example，the formative assessment of college English courses accounts for 60%，and the final assessment（the final examination）accounts for 40%.In 60% of the formative assessment，attendance and classroom performance accounted for 12%，homework and self-study accounted for 24%，oral or other tests，unit tests，midterm tests accounted for 6%，6%，12% respectively.In other words，in the formative assessment and summative assessment，the proportion of various tests exceeds 60%，which shows that the school’s teaching assessment system is still based mainly on quantitative test results，and the evaluation system is relatively single，there is not a lot of investigation on students’learning accomplishment，innovative consciousness and practical ability.Obviously，this single teaching evaluation model can not meet the new media mobile learning of college English blended teaching. Teaching evaluation is a key link in teaching design，which emphasizes teaching objectives as the main reference object. According to Brumm’s theory of teaching classification goals，the overall goals to be achieved in teaching include three areas：cognitive，emotional and psychomotor，you need to set a range of goals from low to high.This model，based on Brumm’s teaching classification goal theory，Divides College English blended teaching goals into cognitive goals，skill goals and affective goals，which constitute the core literacy of college English learners，throughout the semester.In the mixed teaching based on Mooc，when evaluating the course of college English，we need to quantify each of these core qualities one by one，and use specific evaluation items and methods to form a complete teaching design，reflect the diversity of the evaluation system.Based on the above evaluation system，college English teachers can not only control their own teaching process，understand the effect of each link of teaching，adjust the teaching design in time，it can also understand the students’learning state，urge and encourage students participation in learning，and keep students’interest and enthusiasm in learning.With the rapid development of information technology，college English teachers should make full use of Internet information technology to design evaluation dimensions and methods suitable to each link in teaching activities，to ensure the efficiency and quality of college English blended teaching，comprehensive and objective assessment of learners’learning performance at various stages should be carried out.
References：
[1]Kosi.Design and application of mobile-tool-integrated College English blended instruction.Shenzhen：Shenzhen University，2017.
[2]Jason Chen Geng and Zheng Qinhua.Enlightenment and reflection on curriculum learning in the Open University of the United Kingdom -- Learning experience of academic English.China Distance Education，2014（7）：24-30，44.
Key Words：College English;Blended Instruction;instruction evaluation
Driven by advanced information technology，online education resources become increasingly rich，Moke，micro-class and a large number of high-efficiency，high-quality courses have mushroomed.Relying on advanced technology，these courses have been widely used in teaching，and a large number of new teaching models have emerged，such as “flipped classroom”，“cloud classroom” and “rain classroom”.These teaching models are all new models of blended teaching and are expected to become the mainstream direction of education.In recent years，the government has also issued a number of documents and policies to encourage teachers to engage in blended learning based on online courses.By analyzing the advantages of the course “understanding IELTS” from the following four aspects：curriculum resources，implementation interaction，learning support service and learning evaluation，this paper explores the model of college English blended teaching and evaluation，help to deepen the reform of college English teaching.Since the 21st century，with the development of information technology and the popularization of Internet，online learning has developed rapidly.The reform of college English teaching in China has focused on the promotion of information technology and the cultivation of listening and speaking ability，focusing on “what to teach” and “how to teach”，using modern information technology to try new teaching mode，the quality of college English teaching in China has been improved obviously.Information Technology has brought about the renewal of college English teaching ideas and teaching methods.In recent years，college English teaching in China has been trying to find out more advanced teaching ideas and methods，but teaching evaluation is still in a more traditional stage. However，the formative assessment of many colleges and universities is too single，and the formative assessment of students mostly stays at the level of academic assessment，such as unit assessment，mid-term assessment and final assessment.Taking the university where the author lives as an example，the formative assessment of college English courses accounts for 60%，and the final assessment（the final examination）accounts for 40%.In 60% of the formative assessment，attendance and classroom performance accounted for 12%，homework and self-study accounted for 24%，oral or other tests，unit tests，midterm tests accounted for 6%，6%，12% respectively.In other words，in the formative assessment and summative assessment，the proportion of various tests exceeds 60%，which shows that the school’s teaching assessment system is still based mainly on quantitative test results，and the evaluation system is relatively single，there is not a lot of investigation on students’learning accomplishment，innovative consciousness and practical ability.Obviously，this single teaching evaluation model can not meet the new media mobile learning of college English blended teaching. Teaching evaluation is a key link in teaching design，which emphasizes teaching objectives as the main reference object. According to Brumm’s theory of teaching classification goals，the overall goals to be achieved in teaching include three areas：cognitive，emotional and psychomotor，you need to set a range of goals from low to high.This model，based on Brumm’s teaching classification goal theory，Divides College English blended teaching goals into cognitive goals，skill goals and affective goals，which constitute the core literacy of college English learners，throughout the semester.In the mixed teaching based on Mooc，when evaluating the course of college English，we need to quantify each of these core qualities one by one，and use specific evaluation items and methods to form a complete teaching design，reflect the diversity of the evaluation system.Based on the above evaluation system，college English teachers can not only control their own teaching process，understand the effect of each link of teaching，adjust the teaching design in time，it can also understand the students’learning state，urge and encourage students participation in learning，and keep students’interest and enthusiasm in learning.With the rapid development of information technology，college English teachers should make full use of Internet information technology to design evaluation dimensions and methods suitable to each link in teaching activities，to ensure the efficiency and quality of college English blended teaching，comprehensive and objective assessment of learners’learning performance at various stages should be carried out.
References：
[1]Kosi.Design and application of mobile-tool-integrated College English blended instruction.Shenzhen：Shenzhen University，2017.
[2]Jason Chen Geng and Zheng Qinhua.Enlightenment and reflection on curriculum learning in the Open University of the United Kingdom -- Learning experience of academic English.China Distance Education，2014（7）：24-30，44.