摘要
教育要适应社会发展要求,就须建立并完善尊重学生个性成长、培育学生创新能力和人文精神的多元化学生评价体系。然而,目前高职教学中学生评价滞后问题突出,制约了课程改革的效果。本研究结合多元智能理论、语言输入假说等理论基础进行了多元评价体系的应用实践。在日语专业课程教学中,根据学生特点调整教学内容和教学方式,切实以学生为主体,采用以形成性评价为主的多元化评价方式。结果显示,这有效地培养了学生自主学习、团队合作等能力,教学效果得到显著改善。
In order for education to adapt to the development requirement of the society,it is necessary to establish and improve the multiple student assessment system so as to respect the students’personality growth and nurture their innovative capability and humanism thinking.The research from this essay,targeting the lagging student assessment method restricting the Curriculum reform,conducts reform practice using the theory of multiple intelligences and the input hypothesis.We teachers,during our daily teaching,should adjust our teaching content and methods according to students’different personalities.All the practice should focus on students and use multiple assessment method such as processive assessment.Results show that by applying this multiple assessment method students’self-learning capability and teamwork capability are all well nurtured.Thus,the teaching results are gratifying.
作者
肖亮
Xiao Liang(Hebei Institute of International Business and Economics)
出处
《日语教育与日本学》
2022年第1期70-82,共13页
Japanese Language Education and Japanese Studies
基金
2020—2021年度河北对外经贸职业学院科研课题“高职外语专业教学中多维评价体系的开发与实证研究”(编号:B202011)的研究成果
关键词
高职
日语专业
多元评价
学生评价
higher vocational education
Japanese major
multi-evaluation System
student assessment
作者简介
肖亮,性别:男,单位:河北对外经贸职业学院,研究方向:日语教育研究、日本思想史研究,电子邮箱:x.liang.box@126.com
