如何提高大学生的写作能力是英语专业写作教学改革中的一个重要问题。“师生合作评价”是适应当前英语教学模式而出现的一种新型评价体系,旨在提高授课中评价环节的效率。本文以POA创设的“师生合作评价”(TSCA)为理论依据,将英语专业...如何提高大学生的写作能力是英语专业写作教学改革中的一个重要问题。“师生合作评价”是适应当前英语教学模式而出现的一种新型评价体系,旨在提高授课中评价环节的效率。本文以POA创设的“师生合作评价”(TSCA)为理论依据,将英语专业写作教材中的“Description of a Place”作为研究案例,探讨TSCA在英语专业写作教学中的实践效果,探索更有效的作文评价方式,以帮助学生在英语写作学习中共同提高英语语言能力、运用写作技巧能力和思辨能力。展开更多
Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carrie...Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.展开更多
文摘如何提高大学生的写作能力是英语专业写作教学改革中的一个重要问题。“师生合作评价”是适应当前英语教学模式而出现的一种新型评价体系,旨在提高授课中评价环节的效率。本文以POA创设的“师生合作评价”(TSCA)为理论依据,将英语专业写作教材中的“Description of a Place”作为研究案例,探讨TSCA在英语专业写作教学中的实践效果,探索更有效的作文评价方式,以帮助学生在英语写作学习中共同提高英语语言能力、运用写作技巧能力和思辨能力。
文摘Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.
