【摘要】 "产出导向法"始于产出,止于产出,特别重视对学生产出结果的有效评价。然而,我国大学英语班级大、教师工作负担重,对每个产出任务给予及时、有效的评价是教师面临的极大挑战。为应对这一挑战,"产出导向法"提出了"师生合作评价"的新设想,以组织、平衡教师评价与其他评价方式。"师生合作评价"包括课前、课内和课后3个阶段。课前,教师根据单元教学目标选择并评阅典型样本。课内,学生先独立思考,再进行对子/小组交流,然后在教师引领下进行大班讨论,教师适时给出课前准备的评阅意见。课后,在教师课内专业指导的基础上,学生采用自评或同伴互评对"师生合作评价"加以补充。更多还原

【Abstract】 The Production-oriented Approach(POA) starts with production and ends with production,putting a premium on the effective assessment of students’ language production.However,assessing college students’ performance in production tasks is challenging in China because large class sizes inevitably lead to heavy workloads for teachers.To deal with this dilemma,the POA proposes Teacher-Student Collaborative Assessment(TSCA),a new method of assessment to organize and balance teacher assessment and other types of assessments.TSCA involves three phases:pre-class,in-class and post-class.Before class,the teacher selects a few samples and critically reviews them based on the learning objectives of the unit.In class,students make critical comments on the selected samples independently,exchange their views in pairs/groups,and have teacher-guided discussion while the teacher may offer the revised version prepared in advance.After class,the students revise their products through either self-assessment or peer assessment in the light of the teacher’s guided training provided in class.更多还原