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自2001年课程改革以来,中小学英语课堂形成性评价受到了教育管理者、研究者和实践者的广泛支持,但对于教师是如何理解和实施形成性评价的这一问题,还需要研究。本研究通过问卷调查方式探究中学英语教师对形成性评价的认识及其实施现状:(1)从六个维度(评价主体、评价构念、评价工具、评价时间、反馈、终结性评价与形成性评价之间的关系)了解教师对形成性评价的认识;(2)从五个方面(学习目标、反馈、终结性评价的形成性使用、不同学习阶段的形成性评价、自我和同伴评价)揭示教师形成性评价的实践特征。基于这些特征,本文为形成性评价教师培训提出了建议。
Since the curriculum reform in 2001, the formative evaluation of primary and middle school English classrooms has been widely supported by educational administrators, researchers and practitioners. However, it is still necessary to study the formative evaluation of teachers how to implement them. This study investigates the recognition and implementation status of the formative assessment by the middle school English teachers through questionnaires: (1) From the six dimensions (evaluation subject, evaluation conception, evaluation tools, evaluation time, feedback, final evaluation and formativeness Evaluation); (2) Reveal from five aspects (learning objective, feedback, the formative use of final evaluation, formative evaluation of different learning stages, self and peer evaluation) Practical Characteristics of Teacher Formative Evaluation. Based on these characteristics, this article provides suggestions for formative assessment of teacher training.