NMET对高中英语教学的反拨作用.ppt

NMET对高中英语教学的反拨作用 Pleaserecallyourlifeinmiddleschool WhatdoyouthinkofNMET 全国高考英语测试是由全国英语测试委员会来组织命题和负责管理的 全国的高中生在学完高三年级的英语课程后 都会参加高考 主要是根据考试成绩的好坏 参考者被决定能否进入重点大学 英语老师也是以学生高考成绩的好坏来评价其教学能力的高低 全国高考英语测试对学生和老师都是一件至关重要的大事 因此 作为一次全国范围的大学英语入学考试 全国高考英语测试被看作是一次重大的利害枚关的考试 会导致对参考者及英语教学的强烈反拨效应 考试所赋有的厉害关系越大 它对教学的影响就越大 AnintroductiontoNewSeniorEnglishCurriculumStandards SeniorEnglishCurriculumStandards 20031 EFL Teachingshouldfaceallthestudents andbuildcommonbasisfortheirlife timedevelopment 2 Encouragingstudentstolearnelectivecourses andstrengtheningdirectionforelectivecourses 3 Focusingonstudents emotionandcreatingloose democraticandharmoniousteachingatmosphere 4 Strengtheningthedirectionforstudents learningstrategies andassistingthemtoformself accessability 5 EstablishingnewconceptsofteachingtomatchnewEnglishCurriculumStandards andoptimizinginstructingmethods 6 Applyingmoderninstructivetechnologytowidenstudents waysoflearningandusingEnglish 7 EFLteachersmustpromotetheirprofessionaldevelopmenttosynchronizenewEnglishcurriculum Principlesofevaluationarestatedinthe Standards 2003 asfollows 1 Studentsmustbetreatedasmainbodyofevaluativesystem 2 Buildingpluralisticandvariousevaluativesystems 3 Formativeassessmentmustplayaveryimportantroleinthegrowthofstudents 4 Summativeassessmentshouldbestressedtoteststudents comprehensiveutilizinglanguagecompetence 5 LayingstressonthefeedbackofassessmenttoEnglishteaching 6 Evaluationshouldembodythecharacteristicsofrequiredandelectivecourses 7 Layingstressontheactualeffect andapplyingevaluationmethodsreasonablyandproperly 8 AllkindsevaluationsmustbedependedonEnglishCurriculumstandards NMETTestrubric EachNMETconsistsofseveralsubtests rangingfromthreein1954tosevenin1998 witheachsubtestclearlylabeled suchas ListeningComprehension ReadingComprehension 反拨作用的定义 反拨作用这个词指的是测试对教与学 教学机制和参考者的影响 虽然人们普遍同意反拨作用的这种基本定义 但是人们还是对此持有不同的观点和看法 根据Baliye 1999 反拨作用可以从微观和宏观上理解 微观上主要指对课堂教学中教师和学生的影响 宏观上面指的是对教育体制乃至整个社会的影响 l反拨作用是 测试对教学和学习的影响 Hughes 1989 l 2 反拨作用是指外部语言测试对影响和促进学校外语学习的效用 这种现象是考试及其对被测试者的巨大影响的权威性作用的结果 shehamy 1992 513 3 反拨作用指的是一种影响的概念 这种影响具体指那些测试使教师和学生做一些不必要的事情的结果 Alderson Wall 1993 213 4 反拨作用是测试不同程度地影响从事语言教学的教师和从事语启 学习的学生去做他们本来没必要去做的事情 这种影响应解释为反拨效应 Messick 1996 241 5 反拨作用这个术语用于普通教育 语言教育和语言测试中 用来解释一种产生测试 教学和学习三者之间的相互关系和影响 LizHamp一Lyons 1997 295 6 测试对教学和学习的影响被认为是一种测试反拨作用 测试在决定学生生活机会和影响教师与学习者名誉的力量意味着它们对课程有很大的影响力 Menamara 2000 7 反拨作用的概念是指在教育过程中测试对教学和学习 教育体系和各州教育人员的影响 StephenAndreas JohnFullilove YamaWong 2002 208 测试反拨作用的导向 1 正反拨作用2 负反拨作用 HeatonandHughes Heaton1988 Hughes1989 1 believethatpositiveornegativebackwash orbackwash isdeterminedbytheeffectofexaminationsonwhatwedointheclassroom AccordingtoBachman 1990 positivebackwashoccurswhentheassessmentreflectstheskillsandcontenttaughtintheclassroom AsBrown 2000 states backwashbecomesnegativebackwashwhenthereisamismatch betweenthecontent e g thematerial abilitiesbeingtaught andthetest 测试反拨效应的范围 反拨作用是怎么起作用的Alderson和Wall以及其十五个关于反拨作用的命题 1 测试影响教 2 测试影响学 3 测试影响老师教的内容 4 测试影响老师怎样教 5 测试影响学生学的内容 6 测试影响学生怎样学 7 测试影响对教的评价和后果 8 测试影响对学的评价和后果 9 测试影响教的深度 10 测试影响学的深度 11 测试影响对教与学的方法和内容的态度 12 会造成重要后果的测试有反拨作用 13 不会造成重要后果的测试没有反拨作用 14 测试对所有的学习者和老师有反拨作用 15 测试只对一些学生和老师有反拨作用 对另一些却没有反拨作用 The WashbackHypothesis asexplainedbyAldersonandWall assumesthat teachersandlearnersdothingstheywouldnotnecessarilyotherwisedobecauseofthetest 1993 117 Thehypothesesareclassifiedasfollows QiLuxia 2004 37 38 1Washbackonteaching 1 Atestwillinfluenceteaching 3 Atestwillinfluencewhatteachersteach 4 Atestwillinfluencehowteachersteach andbyextensionfrom 2 Atestwillinfluencelearning 7 Atestwillinfluencetherateandsequenceofteaching 9 Atestwillinfluencethedegreeanddepthofteaching 11 Atestwillinfluenceattitudestothecontent method etc ofteachingandlearning 2Washbackonlearning 2 Atestwillinfluencelearning 5 Atestwillinfluencewhatlearnerslearn 6 Atestwillinfluencehowlearnerslearn 8 Atestwillinfluencetherateandsequenceoflearning 10 Atestwillinfluencethedegreeanddepthoflearning 11 Atestwillinfluenceattitudestothecontent method etc ofteachingandlearning 3Strengthofwashback 12 Teststhathaveimportantconsequenceswillhavewashback 13 Teststhatdonothaveimportantconsequenceswillhavenowashback 14 Testswillhavewashbackonalllearnersandteachers 15 Testswillhavewashbackeffectsforsomelearnersandsometeachers butnotforothers Thesehypotheseslaidthefoundationforfurtherstudyinthisfield especiallyforempiricalstudies Hughes proposals Howbeneficialbackwasheffectcanbeachieved 1 Totesttheabilitieswhosedevelopmentonewantstoencourage 2 Tosamplewidelyandunpredictably 3 Tousedirecttesting 4 Tomaketestingcriterion referenced 5 Tobaseachievementtestsonobjectives 6 Toensurethatthetestisknownandunderstoodbystudentsandteachersand7 Toprovideassistancetoteacherswherenecessary Whatwillbethecostofnotachievingbeneficialbackwash KelleganandGreaney sproposals 1 Examinationsshouldreflectthefullcurriculum notmerelyalimitedaspectofit 2 Higher ordercognitiveskillsshouldbeassessedtoensuretheyaretaught 3 Skillstobetestedshouldnotbelimitedtoacademicareasbutshouldalsoberelevanttoout of schooltasks 4 Avarietyofexaminationformatsshouldbeused includingwritten oral auralandpractical 5 Inevaluatingpublishedexaminationresultsandnationalrankings accountshouldbetakenoffactorsotherthanteachingeffort 6 Detailed timelyfeedbackshouldbeprovidedtoschoolsonlevelsofpupilperformanceandareasofdifficultyinpublicexaminations 7 Predictivevaliditystudiesofpublicexaminationsshouldbeconducted Thisistoseewhetherselectionexamsarefulfillingtheirpurpose 8 Theprofessionalcompetenceofexaminationauthoritiesneedstobedeveloped especiallyintestconstruction 9 Eachexaminationboardshouldhavearesearchcapacity Thisistoinvestigate amongotherthings theimpactofexaminationsonteaching 10 Examinationauthoritiesshouldworkcloselywithcurriculumorganizationsandwitheducationaladministrators 11 Regionalprofessionalnetworksshouldbedevelopedtoinitiateexchangeprogrammesandtosharecommoninterestsandconcerns qtd inWall 1996 337 338 Theirrecommendationsstressthecontentoftests 1 3 variationofformats 4 recognitionofotherfactorsapartfromteachingeffort 5 theimportanceofdetailedtimelyfeedback 6 theimportanceofresearch 7 9 andtheimportanceofcooperation 10 11 Whenwecomparethecostofthetestwiththewasteofeffortandtimeonthepartofteachersandstudentsinactivitiesquiteinappropriatetotheirtruelearninggoals andinsomecircumstances withthepotentiallosstothenationaleconomyofnothavingmorepeoplecompetentinforeignlanguages wearelikelytodecidethatwecannotaffordnottointroduceatestwithapowerfulbeneficialbackwasheffect Hughes 1989 47 Bailey sproposals Baileyposeseightquestionsthatcouldbeasked eitherinpracticalconsiderationsorinconductingresearch withregardtothepositivebackwashpotentialofanyexternal to programmetest 1 Dotheparticipantsunderstandthepurpose s ofthetest 2 Aretheresultsprovidedinaclear informativeandtimelyfashion 3 Dotheparticipantsperceivetheresultsasbelievableandfair 4 Doesthetestmeasurewhattheprogrammeintendstoteach 5 Isthetestbasedonclearlyarticulatedgoalsandobjectives 6 Isthetestbasedonsoundtheoreticalprinciples 7 Doesthetestutilizeauthentictextsandauthentictasks 8 Aretheparticipantsinvestedintheassessmentprocesses Bailey 1996 276 277 Insum theseresearchers proposalsconcentrateonthreeaspects 1 testdesignandtestquality 2 testresultsorfeedback and3 relationsandinteractionsamongallstakeholders NMET对高中英语教学反拨作用调查与分析1 在高中英语课堂中高考对英语教学起什么样的反拨作用 2 高考是怎样影响学生的学习过程的 3 学生和老师是怎样理解高考对高中英语教学的反拨作用的 教师在课堂上所用的解题技巧 资料以及教学活动都是为帮助学生通过高考而量体裁衣的 这与其他的常规英语教学有很大不同 在高考准备过程中 老师注重提高学生的阅读 写作及听力技巧 而这三项正是高考的测试重点 而老师也用一些与高考题型一致的模拟测