論課語整合式學習評估

Research output: Contribution to journalArticle

Abstract

課語整合式學習於20世紀90年代中期興起於歐洲,在“全球化”和“世界英語”的風潮下開始在亞洲和拉丁美洲盛行。該模式被我國學者引入到大學英語、專業英語、中職英語、中小學英語的課程設置和教學中。但是,鮮有學者專門探討課語整合式學習評估。借鑒歐洲文獻的觀點,提出課語整合式學習評估中存在的問題以及應對原則,並輔以生動的課堂評估案例,可以為我國中小學課堂有效實施評估提供借鑒。
Content and Language Integrated Learning (CLIL) was adopted in 1990s in European context. Against the globalization and world English, it has been increasingly popular in Asian and Latin American contexts. CLIL was introduced by Chinese scholars into English curriculum design and instruction in different phases of education. However, assessment in CLIL was seldom investigated. The paper proposes the main issues for assessment in CLIL and its assessment principles with a vivid assessment case demonstration by drawing insights from western literature. The paper aims to provide practical suggestions to assessment in CLIL in Chinese classrooms. Copyright © 2016 天津市教育招生考試院;天津人民出版社.
Original languageChinese
Pages (from-to)90-95
Journal考試研究
Volume2016
Issue number1
Publication statusPublished - 2016

Citation

詹穎(2016):論課語整合式學習評估,《考試研究》,2016(1),頁90-95。

Keywords

  • 課語整合式學習
  • 評估
  • 以評促學
  • Content and Language Integrated Learning
  • Assessment
  • Assessment for learning
  • Alt. title: Assessment in content and language integrated learning