英语词汇学习中的有效评价方式探究

1、    英语词汇学习中的有效评价方式探究    麻芬蕊（福建省龙岩市高级中学 福建龙岩 364000）摘 要：标准对高中英语八级目标明确要求学生学会使用3300个左右的单词和400-500个习惯用语或固定搭配；要求运用词汇理解和表达不同的功能、意图和态度等；在比较复杂的情况下，运用词汇给事物命名、进行指称、描述行为和特征、说明概念等。从这些描述我们可以看出，词汇的学习不仅仅是记单词和理解词义，更重要的是让学生通过词汇学习能够正确灵活的运用词语表达思想。和以前的教学大纲相比，标准大幅提高词汇的要求，给教学也带来了一定的难度，因此，词汇的学习对学生来说更是一

2、个难题。为了解决这个难题，老师们除了优化词汇教学方法外，对词汇学习的评价方式也应多样化，有效化，全面科学化。关键词：词汇 评价 探究一、优化听写方式，让词汇学习的掌握更有效目前，我们很多老师用听写的方式来检查学生对生词的掌握情况。这种方式易于操作，也确实可以对学生背记生词起到一定的督促作用。但这种方式也有其局限性，它通常不能考查学生在常用的情景或上下文中对词汇的理解和使用情况。然而，短语听写优于单词的听写，因为它们是以语块（language chunk）的形式出现的，对语块的学习有利于用英语思维并提高语言表达的流利性。比如在module6 unit3听写中，我要求学生dictate the f

3、ollowing phrases.1）to be due to the healthy life i live2）to become addicted to cigarettes3）to become accustomed to having nicotine in it4）to know much about the harmful effects of smoking5）to be taken off the school football team6）to decide on the day to quit研究發现，约70%的日常交际主要有语块来实现，由此，语块构成了语言实际的基础单位。

4、因此，高中英语教学应十分关注语块的积累。我们用这种方式听写，让学生养成在平时的学习中就注重语块而不是孤立的单词，有利于词汇的记忆和掌握，也有利于语言的运用。二、充分利用课文的阅读材料，让词汇评价方式更有效根据词汇教学中坚持语篇教学的原则，在词汇评价中也可以充分利用课文语篇进行。如下，根据课文把段落补充完整。进行词汇巩固。1marty fielding suffered from muscle _ when he was 10， which sometimes made him _ and drop things or bump into furniture.the doctors dont k

5、now exactly what is wrong with him， so they dont know _ to make him better. but he has to learn to _ to his disability. when some people cannot accept him for who he is， he doesnt get _. he just _ them.这样的练习，我们一般放在课文教学完成之后。通过设置这种检查词汇掌握情况的方式，我们不仅可以让学生养成在文章中记忆单词及短语的方式，还让他们养成在平时的阅读过程中，注意要在语境中理解词汇的运用。这样

6、的评价方式，以学生的综合语言运用能力发展为出发点，而且大部分学生通过努力都可以写好词汇，对学生比较有正面鼓励和激励作用。三、让有趣的故事阅读和词汇评价相结合在学习了module 1 unit 1 中walk the dog， indoors， get along well with， face to face， suffer from， editor， communicate， trust， fall in love （with）， advice 等生词之后，在下一节课前几分钟，我要求学生用这些单词把一篇有趣的故事补充完整。one morning， mr. smith was out in t

7、he park， walking his pet dog， which has been kept indoors for some days because of the bad weather. everything was getting along quite well until she came face to face with a he-pet dog. they began barking at each other the moment they met as if they were both suffering from something. mr. smith was

8、 puzzled at the way they were barking and he was wondering what was happening. fortunately， the owner of the he-pet dog was an editor of a magazine called pets， who happened to know more about pet dogs than mr. smith. he explained to mr. smith that they were barking to communicate their fondness for

9、 each other to build mutual （相互的） trust， and that they might have even fallen in love. he suggested to mr. smith that they both let the dogs loose and see what would happen. mr. smith followed his advice. they were surprised to see the two dogs begin fondling （抚爱） each other like human lovers.四、引入竞争机制，在游戏中进行词汇的评价为了使评价有机地融入到教学过程中，应建立开放和宽松的评价氛围，鼓励学生，同伴参与，实现评价主体的多元化。因此，我们可以用游戏的方式进行词汇的评价。比如在学习了单词victim， physician， analyze， defeat， challenge， enquiry， pump， blame， absorb， linkto 之后，在竞赛前发给学生一张上面写有这十个单词的卡片。竞赛时教师念单词的英语解释，在卡片上找到对应的单词victim， 并做上记号。这样，最先找到所有单词的学生获胜。教师可以将竞赛结果和新课程的评价体系相结合，把这种类型的竞