形成性评价在大学英语翻转课堂中的应用研究

Application research of formative evaluation in flipped classroom of college English

目的探讨形成性评价在大学英语翻转课堂教学中的应用效果。方法选取某高校临床医学专业本科生180人，随机分为实验班、对照班，各90人。于2014年9月至2015年6月在实验班大学英语翻转课堂教学中开展形成性评价；同时在对照班只按照翻转课堂基本程序教学，而无形成性评价活动。实验结束时对两个班学生进行满意度调查、自主学习能力以及英语水平能力测试。采用SAS9．1软件进行统计分析，计量资料比较用t检验、计数资料比较用χ^2检验。结果①实验班翻转课堂形成性评价教学设计的满意度为94．45％，比对照班66．66％明显提高，差异有统计学意义（χ^2=7．94，P=-0．005）。②实验班自主学习第1、5维度评分及总评分为（55．31±4．99）分、（53．61±4．93）分、（247．16±22．10）分，高于对照班的（47．18±4．23）分、（45．72±4．01）分、（225．92±20．78）分（t=8．889，P=0．001；t=7．299，P=0．001；t=6．642，P=0．001），其他各维度评分也明显高于对照班（P均〈0．05）。③实验班英语四级通过率、505—544和≥545分数段人数分别为79人（87．78％）、19人（21．11％）、10人（11．11％），多于对照班61人（67．78％）、10人（11．11％）、0人（0），差异有统计学意义。结论形成性评价能明显提高大学英语翻转课堂的教学效果。

Objective To discuss the effect of formative evaluation for flipped classroom of college English teaching. Method We chose 180 clinical medicine undergraduates from a college and divided them equally into experimental class and control class. In the experimental class, the formative evaluation was implemented for the flipped classroom of college English teaching from September 2014 to June 2015. At the same time, the teaching in the control class was carried out according to the basic process of flipped classroom, with no formative evaluation. At the end of the experiment, the students＇ satisfaction survey, autonomous learning ability and English proficiency test of the two classes were finished. SAS 9.1 software was used for statistical analysis, and t test was used to compare two class measurement information and count data with chi-square test. Result ①Experimental class＇ satisfaction of formative assessment teaching design for flipped classroom was 94.45%, which was obviously higher than that of the control class （66.66%）. The difference was statistically significant （χ^2=7.94, P=0.005）. （χ^2=7.94,P=0.005）.②The score at first, fifth dimension and the overall score of independent learning in experimental classes were respectively （55.31±4.99）, （53.61 ± 4.93）, （247.16 ± 22.10）, and they were significantly higher than those in the control class （47.18 ± 4.23）, （45.72 ± 4.01）, （225.92 ± 20.78） （t=8.889, P=-0.001; t=7.299, P=-0.001; t=6.642,P=0.001）, and other dimensions＇ score was also significantly higher than that in comparative classes （P〈0.05）. ③The passing rate of CET-4, and the number of students from 505 to 544 and more than 545 fraction in the experimental class were respectively 79 （87.78%）、 19 （21.11%）、10 （11.11%）, and they were significantly higher than those in the control class 61（67.78%）、10（11.11%）、0（0）. Conclusion Formative assessment can obviously improve the teaching effect of flipped classroom of college English.