外语课堂动态测评初探:实施构想、积极意义、潜在困难与解决方案
摘要
动态测评作为一种测评方式,特点在于过程动态。评测人(教师)根据被测人(学生)的行为出现的问题,可介入提供中介支持,帮助他们表现出高于自己现有水平的行为,推进他们的能力发展。因此,动态测评适合作为一种教学方式被外语课堂吸收。外语学习者由于目的语水平有限,语言表达常会遇到各种困难,教师可借助动态测评进行干预,优化教学效果。本文将讨论外语课堂动态测评可依据的理论及程序及其对教与学产生的积极影响,依据动态测评引入外语课堂遇到的一些潜在困难,提出供教师借鉴的解决方案。
引文
[1]Aljaafreh,A.,Lantolf,J.P..Negative feedback as regulation and second language learning in the zone of proximal development[J].Modern Language Journal,2011,78(4):465-483.
[2]Feuerstein,R.,Y.Rand&M.B.Hoffman.The Dynamic Assessment of Retarded Performers:The Learning Potential Assessment Device,Theory,Instruments,and Techniques[M].Baltimore,MD:University Park Press,1979.
[3]Feuerstein,R.,Y.Rand&J.E.Rynders.Don’t accept me as I am:Helping retarded performers excel[M].New York:Plenum,1988.
[4]Lantolf,J.P.&M.E.Poehner.Dynamic assessment in the classroom:Vygotskian praxis for second language development[J].Language Teaching Research,2010,15(1):11-33.
[5]Lidz,C.S.&B.Gindis.Dynamic assessment of the evolving cognitive functions in children[A].In A.Kozulin,V.S.Ageev,S.Miller&B.Gindis(eds).Vygotsky’s Educational Theory in Cultural Context[C].Cambridge:Cambridge University Press,2003:99-119.
[6]Valsiner,J.&R.van der Veer.The encoding of distance:The concept of the zone of proximal development and its interpretations[A].In Cocking,R.R.&Renninger,K.A.(eds).The development and meaning of psychological distance[C].Hillsdale,NJ:Lawrence Erlbaum,1993.
[7]Poehner,M.E.Group Dynamic Assessment:Mediation for the L2 Classroom[J].TESOL Quarterly,2012,43(3):471-491.
[8]张赛.动态评估在本三院校大学英语写作教学中的应用[J].课程教育研究,2014(32):119-120.
[9]张艳红.动态评估说略[J].外国语言文学,2014,31(03):178-189,196.
[2]Feuerstein,R.,Y.Rand&M.B.Hoffman.The Dynamic Assessment of Retarded Performers:The Learning Potential Assessment Device,Theory,Instruments,and Techniques[M].Baltimore,MD:University Park Press,1979.
[3]Feuerstein,R.,Y.Rand&J.E.Rynders.Don’t accept me as I am:Helping retarded performers excel[M].New York:Plenum,1988.
[4]Lantolf,J.P.&M.E.Poehner.Dynamic assessment in the classroom:Vygotskian praxis for second language development[J].Language Teaching Research,2010,15(1):11-33.
[5]Lidz,C.S.&B.Gindis.Dynamic assessment of the evolving cognitive functions in children[A].In A.Kozulin,V.S.Ageev,S.Miller&B.Gindis(eds).Vygotsky’s Educational Theory in Cultural Context[C].Cambridge:Cambridge University Press,2003:99-119.
[6]Valsiner,J.&R.van der Veer.The encoding of distance:The concept of the zone of proximal development and its interpretations[A].In Cocking,R.R.&Renninger,K.A.(eds).The development and meaning of psychological distance[C].Hillsdale,NJ:Lawrence Erlbaum,1993.
[7]Poehner,M.E.Group Dynamic Assessment:Mediation for the L2 Classroom[J].TESOL Quarterly,2012,43(3):471-491.
[8]张赛.动态评估在本三院校大学英语写作教学中的应用[J].课程教育研究,2014(32):119-120.
[9]张艳红.动态评估说略[J].外国语言文学,2014,31(03):178-189,196.