摘要：—、引言《中国英语能力等级量表》(以下简称《量表》)于2018年2月12日由教育部和国家语委发布,并从2018年6月1日起实施。《量表》以英语学科核心素养为基础、以成果为导向,对英语能力等级进行了整体、统一和较为详细的设计规划,为实现不同阶段英语教学的衔接、提高英语教学效率创造了客观条件。在这一背景下,讨论不同阶段的英语课程标准与《量表》的对接,探究不同能力等级之间的教学衔接尤为必要。

摘要：随着"线上+线下+课堂"三者相结合的混合教学模式的盛行,传统学习生态正向"互联网+"学习生态逐步转变,这意味着学生获取知识的途径不再局限于课堂,而呈现出多元化、可持续习得的态势,因此,传统教学模式下的学习评价已难以适应学习现状的改变。本文提出基于混合教学模式的以终结性学习评价为主、形成性学习评价为辅、质性学习评价和量化学习评价为有效补充的多维度动态学习评价体系,并且设计科学的等级评定量表作为辅助性的评价工具,以期对学习主体在某一特定时期的学习效果作出准确的、合理的评价。

摘要：文章以最近发展区理论为指导,运用《中国英语能力等级量表》中的有关写作表达能力描写参数框架,采用定量和定性研究相结合的方法,探究高职学生英语写作能力发展态势,旨在为今后高职英语写作教学指明方向。通过调查研究发现,大部分高职学生英语写作能力可在三级至四级区间发展,少部分学生写作能力可达到五级水平。据此,英语教师采取有针对性的系列写作教学措施,既要强化高职学生写作认知过程,也要加强高职学生语言能力水平提升的基础性训练,以实现高职学生英语写作能力的目标要求。

摘要：表现性评价适用于评价表现性技能和复杂的表现性任务,适宜在单元教学的层面设计与实施。实际操作时,大致需经历明确单元学习导向、陈述单元学习目标、将目标转换为情境中的任务、根据任务类型选择评价方法、开发评价工具并融入教学过程、实施评估促进教学等环节。

摘要：The effect of rating scales and test parts of body on the fabric-evoked prickle evaluation results are studied by carrying out subjective evaluation tests under controlled environment conditions (24±1)℃,(65±5) %RH. Ten college female students aged about 20 were chosen as the subjects, who have participated a preliminary training on subjective prickle evaluation. The prickle of a range of 9 light-weight worsted woven wool and wool blend fabrics and a cotton fabric were tested by using a 15 rating scale and using a 010 rating scale respectively at different test parts of body respectively such as forearm, upper arm ball and neck back. The test results were statistically analyzed. It is found that there is a significant correlation coefficient between the evaluation results of using the 15 rating scale and of using the 010 rating scale. It is also found that there are highly significant correlation coefficients between the evaluation results of using the forearm prickle test and the neck back prickle test, between the evaluation results of using the neck back prickle test and the upper arm ball prickle test, and between the evaluation results of using the forearm prickle test and the upper arm ball prickle test. It is suggested that the forearm prickle test is preferable in evaluating fabric-evoked prickle for its convenience and sensitivity.

摘要：结合广州市＂我与化学＂课外活动的实践,设计表现性评价体系。根据活动理念和特点提出档案袋评价、活动表现评价和活动论文评价的具体实施方法。关注学生体验问题研究的＂过程与方法＂和＂情感态度价值观＂的培养,注重学生的进步、成长和发展,具有可推广性。