高级语法课程的预设变量研究

Testing the Proposed Reform Variables for An Advanced Grammar Course

高阶语言能力的发展要求学生积极探索有效的个人语法思维和体系。为此目的,教师的课堂角色也要发生转变。本研究基于实证数据检验了某英语专业高级语法课程建设中的多个假设并探索了教师的权威地位等因素对于课堂测评的影响。问卷和课堂观察验证了教材、学习负荷、课堂管理等预设变量的合理性。教师的权威影响则通过一个学生互评和自评项目以及后续问卷,结合多测面Rasch模型和卡方分析等进行了深入探讨。研究清楚显示了教师的权威影响力,但也反映了学生的批判性思考和评估能力。本文展示了一个以学生为主体的课程建设案例,为高校自主学习和课堂教学与测评提供了经验和建议。

To promote advanced language competency,students are required to explore an effective and individualized grammatical system actively. For this purpose,teacher's role in the classroom should also be updated. This study tested multiple hypotheses for an advanced grammar course and explored the impact of the authority of teachers on students. Questionnaires and in-class observation confirmed the appropriateness of the proposed variables including the textbook,workload and classroom management strategies. The impact of teachers' authority on students was explored through a project where students participated in peer assessment and self-evaluation followed by a questionnaire as well. Many Facet Rasch Measurement model and chi-square analyses were applied to the empirical data. Results showed a strong impact of authorities but also supported the critical thinking and evaluation competency of the students. This paper demonstrated a course development that is student-centered and provided suggestions for self-regulated learning and classroom teaching and assessment at the college level.