高职教育英语教学评价方法：主体间性视角

论文摘要

主体间性哲学体现了主体与主体之间的相互性、统一性及内在相关性。我国加入世贸组织,经济全球化以及当代哲学的转向,决定了高职英语教学的目的是在于提高学生的语言交际能力,同时也从理论和实践上决定了采用主体间性英语教学模式的必要性。目前,我国高职英语课程和评价仍然以把学生和课程作为英语教学的客体即主客体模式为主,本文尝试研究主体间性英语评价模式。作者阐述主体间性哲学的内涵,指出高职英语课程和评价的主体间性本质是对教育主体间双向建构和双向整合的评价,从主体间性角度分析英语教学过程中各个主体及其相互关系。同时,作者根据我国英语教学现状提出了主体间性英语评价的原则及实践方法,采用协商式模式研究并建构主体间性的大学英语评价模式。实践表明,教师、学生、课程和评价体系都是建构主体间性英语评价体系的主体,该模式有利于提高课堂教学的有效性；英语教学过程不再是一种单纯的认知活动,而是一个和谐互动的发展过程,在此过程中师生实现了自我发展,共同创造了生命的意义。作者相信,主体间性英语课程和评价模式在高职英语教学中有一定的可行性,其实践意义重大。

论文目录

• 摘要
• Abstract
• 中文文摘
• Chapter One Introduction
• 1.1 Background
• 1.2 Literature review and intention of the present study
• 1.2.1 Studies on English teaching assessment
• 1.2.2 Studies on intersubjectivity in education and language assessment
• 1.2.3 Summary
• 1.3 Methodology of the research
• 1.4 The framework of the thesis
• Chapter Two Theoretical Basis of the Research
• 2.1. Subjectivity
• 2.2 Intersubjectivity
• 2.2.1 Edmund Husserl's phenomenology
• 2.2.2 Heidegger's theory of "Dasein"
• 2.2.3 Martin Buber's "I and Thou"
• 2.2.4 Habermas' communicative norms theory
• 2.3 From subjectivity to intersubjectivity
• Chapter Three Different Subjects in TEFL
• 3.1 Intersubjective nature of language
• 3.2 Intersubjective nature of SLA and TEFL
• 3.3 Intersubjective English teaching model
• 3.3.1 Features of current TEFL in China
• 3.3.2 Necessity of intersubjective English teaching model
• 3.4 Different subjects in TEFL
• 3.4.1 Teachers and students' subjectivity
• 3.4.2 Subjectivity among students
• 3.4.3 Triple subjectivity:teachers,students and curriculum
• Chapter Four Intersubjectivity English Assessment in HVTE
• 4.1 General forms of assessment
• 4.2 Basic requirements for HVTE English course
• 4.3 The nature of intersubjectivity assessment
• 4.4 Principles of intersubjective assessment in HVTE
• 4.4.1 Principle 1:multiple subjectivities in the assessment system
• 4.4.2 Principle 2:developmental function of assessment
• 4.4.3 Principle 3:people-oriented assessment of forms and contents
• 4.5 Practice of intersubjective HVTE English assessment
• 4.5.1 Integration of formative assessment and summative assessment
• 4.5.2 Integration of teacher,self and peer assessments
• 4.5.3 Integration of testing assessment and non-testing assessment
• Chapter Five A Case Study of Intersubjective Teaching Assessment
• 5.1 Objective
• 5.2 Subjects
• 5.3 Procedures
• 5.3.1 Preparation
• 5.3.2 Negotiation
• 5.3.3 Application
• 5.3.4 Assessment of learning outcomes
• 5.3.5 Future directions
• 5.4 Analysis of the case study
• 5.4.1 Construction of teacher's subjectivity
• 5.4.2 Construction of students' subjectivity
• Chapter Six Conclusion
• 6.1 Major findings
• 6.2 Significance
• 6.3 Limitations and suggestions
• References
• Acknowledgements