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动态测验通过一系列测量手段和技术来量化学习者最近发展区的宽度,即学习潜能的大小。它不同于传统的静态测验,后者所测量的是已经形成的能力,并用此能力的量化指标来间接地推测学习者的潜能。本文介绍了动态测验的理论和相关技术,并通过一项动态测验实验发现:动态测验中,学优生与学差生的潜能基本上无显著差异;且学优生和学差生内部之间存在根据潜能大小进行进一步分离的可能性;动态测验的成绩对学差生的后测表现有良好的预测力。因此,动态测验值得外语教育界进一步尝试和推广,它对外语测试和教学都具有潜在的应用价值。
Dynamic tests quantify the width of a learner’s newly-developed area through a series of measurement techniques and techniques, ie, the potential of learning. It is different from the traditional static test, which measures what has been formed, and uses the quantitative indicators of this ability to infer the potential of learners indirectly. This paper introduces the theory and related technologies of dynamic test, and through a dynamic test experiment found that: the dynamic test, the potential of students and poor students basically no significant difference; and between the students and student students according to potential size The possibility of further separation; dynamic test results on poor students after the measured performance has good predictive power. Therefore, the dynamic test is worthy of further attempts and promotion by the foreign language education community, which has potential application value in foreign language test and teaching.