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长期以来,云南地方性高校大学英语评估体系普遍依赖于单一的终结性评估模式,弊端较多,因此,构建多元化的人文性评估体系已经成为大学英语改革的重要环节。本文以曲靖师范学院为例,探讨如何在网络教学环境下,将形成性评估和终结性评估结合起来,实现评估主体的多元化、评估过程的动态性和评估内容的全面化,从而强化学生的学习动机,提高学习成绩,培养学生的自主学习能力。
For a long time, the local college English assessment system in Yunnan generally relies on a single terminal assessment model, which has many disadvantages. Therefore, building a diversified humanistic assessment system has become an important part of college English reform. This article takes Qujing Normal University as an example to explore how to combine the formative assessment and the final assessment in the network teaching environment to realize the diversification of the assessment subject, the dynamic of the assessment process and the comprehensive evaluation of the content so as to strengthen the students’ Learning motivation, improve academic performance, develop students’ ability to learn independently.