Teaching evaluation is an important and essential part of teaching, is an important means of detecting teaching effect. The traditional way of teaching evaluation only concerned with results of student learning, which...Teaching evaluation is an important and essential part of teaching, is an important means of detecting teaching effect. The traditional way of teaching evaluation only concerned with results of student learning, which is not conducive to reforms of English teaching methods and content. Our school s implemented English curriculum evaluation method combining formative assessment and summative assessment, which reflects the times, openness and flexibility of English teaching, but help to improve the overall quality of students, greatly promoting the reform of English teaching and development.展开更多
The research teaching in the field of education is not a new vocabulary, but to give a complete definition of scientific is not an easy task.It is so much better to say it is a teaching model or teaching philosophy th...The research teaching in the field of education is not a new vocabulary, but to give a complete definition of scientific is not an easy task.It is so much better to say it is a teaching model or teaching philosophy than teaching model and its purpose is to ＂teach＂ and ＂learning＂ the whole process runs through the characteristics of research, including research of teachers＇ ＂teach＂ and students＇ research- based ＂learning＂ . According to the characteristics of English language teaching combined with the advantages of teaching research to explore the teaching model of English courses.展开更多
Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities ...Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities suggest that the Oral English course exam needs a theoretical model to ensure its reliability and validity and hence to better lead students' learning of spoken English. Applying language testing theories and using ethnographic methodologies, this paper attempts to propose such a model through discussing the problematic issues in current practice in Oral English course exams and defining the targeted oral English abilities to be examined.展开更多
文摘Teaching evaluation is an important and essential part of teaching, is an important means of detecting teaching effect. The traditional way of teaching evaluation only concerned with results of student learning, which is not conducive to reforms of English teaching methods and content. Our school s implemented English curriculum evaluation method combining formative assessment and summative assessment, which reflects the times, openness and flexibility of English teaching, but help to improve the overall quality of students, greatly promoting the reform of English teaching and development.
文摘The research teaching in the field of education is not a new vocabulary, but to give a complete definition of scientific is not an easy task.It is so much better to say it is a teaching model or teaching philosophy than teaching model and its purpose is to ＂teach＂ and ＂learning＂ the whole process runs through the characteristics of research, including research of teachers＇ ＂teach＂ and students＇ research- based ＂learning＂ . According to the characteristics of English language teaching combined with the advantages of teaching research to explore the teaching model of English courses.
文摘Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities suggest that the Oral English course exam needs a theoretical model to ensure its reliability and validity and hence to better lead students' learning of spoken English. Applying language testing theories and using ethnographic methodologies, this paper attempts to propose such a model through discussing the problematic issues in current practice in Oral English course exams and defining the targeted oral English abilities to be examined.
