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16Экспериментальный анализ характеристик методов оценки и анализа курсов английского языка в колледже в период профилактики и борьбы с пандемией
Сунь Нань,
старший преподаватель, магистр, преподаватель английского языка Шэньянского политехнического университета E-mail: [email protected]
Английский язык, как один из важных базовых курсов общего образования в китайских университетах, является основным каналом для развития языковых способностей студентов колледжей и играет незаменимую роль в развитии сложных талантов в университетах. Вспышка пандемии произвела революцию в образовательной индустрии, вызвав всплеск онлайн-образования. В период профилактики и борьбы с пандемией глубокая интеграция информационных технологий и английского языка в колледже сформировала новый способ преподавания английского языка в колледже, который выдвинул разнообразные требования к соответствующей оценке преподавания. В данной работе на этом фоне исследуются методы оценки и аттестации общего курса английского языка в колледже, предлагаются интерактивные, разнообразные и интеллектуальные методы оценки и аттестации курса, сочетающие количественную и качественную оценки, формативную и суммарную оценки.
Ключевые слова: пандемия; английский язык в колледже; оценка преподавания; информационные технологии.
I. Introduction
As one of the important basic courses of general education in Chinese universities, English is the main channel to cultivate foreign language ability of college students, and has an irreplaceable role in the cultivation of complex talents in universities. Universities actively responded to the national call of "stopping classes without stopping school" and flexibly carried out online teaching mode in various ways. During the period of pandemic prevention and control, English in universities actively carried out a mixed mode of online and offline teaching. For example, teachers were encouraged to build and use micro-lessons and China's Massive Open Online Courses (MOOC), use online high-quality educational resources to transform and expand teaching contents, and implement hybrid teaching models such as classroom-based and online courses with flipped classrooms to move students toward active, self-directed, and personalized learning [1]. In addition, publishers have developed online interactive learning platforms, such as Unipus, We Learn, and Rain Classroom, to provide teachers and students with a complete teaching system covering instructional design, classroom interaction, teacher tutoring, student practice, homework feedback, and learning assessment. It can be seen that during the pandemic prevention and control, College English courses in China's universities are deeply integrated with information technology.
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II. Features of the assessment and evaluation methods of College English courses
Evaluation is an important means to test the quality of teaching in teaching research and practice, and it is an important part of the teaching system. Teaching evaluation is a guarantee for the development of College English courses and one of the effective means to improve teaching efficiency.
A multi-dimensional teaching evaluation system reflecting the characteristics of College English courses is a prerequisite for standardizing the evaluation process and ensuring fair and reasonable evaluation results. Therefore, during the pandemic prevention and control period, it is necessary to build a targeted assessment and evaluation method for College English courses according to the characteristics of online and offline hybrid teaching, which needs to have the following features.
1. Interactivity
With the Internet's "one-to-many, many-to-group" communication characteristics, information technology and online interaction platforms can establish diverse connections between teachers, students and learning content, enabling multiple interactions between teachers, students and content. The advantages of interactivity are that it promotes broad participation of all students in teaching and learning activities, supports student exploration and discovery, supports group work, supports personalized learning, and helps teachers and students conduct qualitative assessment. At the same time, the enthusiastic interactive participation and emotional expression between teachers and students can effectively lead to an open evaluation and feedback channel, and teaching evaluation becomes a joint activity between teaching and learning members. Interaction helps teaching evaluation become a continuous and dynamic teaching process, and ensures that the information of teaching evaluation is comprehensive, objective, accurate and effective.
2. Intelligence
With the popularization and application of intelligent teaching environment and digital teaching resources, the traditional evaluation methods can no longer withstand the huge volume and many types of evaluation information, and it is difficult to accurately analyze the evaluation data with complex structures and high density. With the help of technologies such as Internet, artificial intelligence and big data, intelligent evaluation integrates fragmented information from all aspects of teaching activities through constructing scientific and reasonable evaluation models, network coverage based on the whole area and terminal data collection, and effectively manages, stores and analyzes the data, so as to analyze information related to teaching process and learning behavior in a more scientific and comprehensive way from multiple dimensions. It also provides data-driven evidence support for teachers and students, thus generating comprehensive and systematic evaluation results and ensuring the timeliness, authenticity and comprehensiveness of teaching evaluation. Realizing intelligent evaluation is the main demand of the new ecology of teaching evaluation in the era of Internet.
3. Diversification
3.1. Diversified evaluation content
During the pandemic prevention and control period, the assessment and evaluation of College English should take advantage of online teaching and use various online teaching platforms, such as Super Star Learning Pass and Unipus developed by Foreign Language Teaching and Research Press, to set up class and unit independent learning tasks, post-class assignments and self-tests, and to integrate diversified assessment contents throughout the learning process.
During the pandemic prevention and control period, College English should not only focus on testing
students' comprehensive language application skills, but also increase the depth of assessment by looking at students' emotional attitudes and values. By adjusting the teaching content, teachers can inspire students to think about the social phenomena and changes in the international situation that emerged during the pandemic, dig deeper into students' critical thinking, cultivate their senses of social responsibilities, and make dynamic assessments of their cognitive development.
3.2. Diversification of evaluation subjects
Classroom teaching is a process of interaction between teachers and students, but students are the main body of learning and the ultimate embodiment of the classroom teaching effect, so they have the absolute right to speak in classroom teaching evaluation; as the organizer and implementer of classroom teaching, the teacher's knowledge of classroom teaching objectives is also an important indicator to evaluate a lesson. Therefore, the diversity of evaluation subjects is student-centered and teacher-led, combining teacher evaluation, student self-evaluation and student mutual evaluation. Self-assessment increases students' motivation to learn, and through self-assessment, students learn to accomplish tasks through their own efforts. Peer assessment, on the other hand, is a discussion and evaluation between learners and their peers, as well as an assessment by one or more peers. What the teacher needs to do is to provide guidance and explain to the students what is being evaluated and the evaluation criteria.
3.3. Diversified evaluation methods
Evaluation methods are diversified, that is, quantitative evaluation is combined with qualitative evaluation, formative evaluation with summative evaluation. During the pandemic prevention and control period, with the information technology support of the Internet and big data, College English courses have adopted rich and diverse forms of assessment, such as online independent learning and stage tests using mobile apps and College English online learning platforms We Learn, Unipus, and Rain Classroom. These data provide strong information technology support for diversified assessment, objectively and accurately record teacher and student behaviors and teaching effects in the College English teaching process, and also visually and graphically describe and record the complete process and teaching activities of College English teaching, enabling teachers to keep abreast of students' learning, identify problems and adjust teaching in a timely manner, helping teachers to help students diagnose problems in their learning, and it allows students to keep track of their learning status, adjust their mindset, improve their methods, enhance their learning efficiency, and allows them to manage their learning effectively and improve their independent learning ability. Such diversified evaluation results will be more detailed, realistic and comprehensive.
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III. Conclusion
College English is a compulsory public course offered in colleges and universities, and is an important basic course indispensable for higher education and talent training. Teaching evaluation assessment, as an important part of College English teaching, can promote the improvement of teaching quality and teaching effect. During the pandemic prevention and control period, the transformation of university English teaching methods has led to corresponding changes in assessment and evaluation methods. With the continuous development of online teaching and considering the needs of pandemic prevention and control, the assessment and evaluation of College English courses adopt a diversified assessment method, expand the content of assessment and evaluation, and implement an all-round evaluation for students. This interactive, diversified and intelligent combination of quantitative and qualitative evaluation, formative and summative evaluation of the course assessment and evaluation can further promote the improvement of teaching effectiveness and play an important role in the whole teaching activities.
EXPERIMENTAL ANALYSIS OF THE CHARACTERISTICS OF THE ASSESSMENT AND EVALUATION METHODS OF COLLEGE ENGLISH COURSES IN THE PERIOD OF PANDEMIC PREVENTION AND CONTROL
Sun Nan
Shenyang Ligong University
The outbreak of the pandemic has revolutionized the education industry with a spurt in online education. In the period of pandemic prevention and control, the deep integration of information technol-
ogy and College English has formed a new way of College English teaching, which has put forward diverse requirements for the corresponding teaching evaluation. This paper takes it as a background to explore the assessment and evaluation methods of the general course College English, and proposes its interactive, diversified and intelligent course assessment and evaluation methods that combine quantitative and qualitative evaluation, and formative and summative evaluation.
Keywords: pandemic; College English; teaching evaluation; information technology.
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