《《英语课程标准》小学阶段解读(修改版)》由会员分享，可在线阅读，更多相关《《英语课程标准》小学阶段解读(修改版)（69页珍藏版）》请在金锄头文库上搜索。
1、英语课程标准英语课程标准小学阶段解读小学阶段解读2012.92012.9一、课程目的1 1、激发兴趣、培养积极态度、建立初步的自信心、激发兴趣、培养积极态度、建立初步的自信心2 2、培养一定的语感和良好的语音、语调基础、培养一定的语感和良好的语音、语调基础3 3、初步形成用英语进行简单日常交流的能力、初步形成用英语进行简单日常交流的能力4 4、为进一步学习打下、为进一步学习打下 良好的良好的 基础基础The focus of ELT is The focus of ELT is from from how to teachhow to teach to to how to learnhow t
2、o learn. .Student-centeredness Student-centeredness 9/18/20242小学英语课应遵循的几个原则一、在总体教学目标上要重一、在总体教学目标上要重兴趣兴趣、成就感成就感、自信心自信心二、在课程实施上要重二、在课程实施上要重语言环境语言环境、频率频率、效率效率三、在教学模式与方法上要重三、在教学模式与方法上要重体验体验、实践实践、参与参与、 创造创造9/18/20243四、在语言教学目标上要重语感、语音语调基础四、在语言教学目标上要重语感、语音语调基础 和交流能力和交流能力五、在教学评价上要重态度、参与、努力程度和五、在教学评价上要重态度、参与
3、、努力程度和 交流能力。交流能力。9/18/20244二、起始年级与课时安排原则：长短课时结合、高频率原则：长短课时结合、高频率1 1、保证每周不少于四次教学活动；、保证每周不少于四次教学活动；2 2、三、四年级以短课时为主；、三、四年级以短课时为主；3 3、五、六年级长短课时结合，长课时不少于两课时。、五、六年级长短课时结合，长课时不少于两课时。9/18/20245三、教学目标与要求小学英语教学的两个级别的要求小学英语教学的两个级别的要求1 1、小学三、四年级达到一级要求、小学三、四年级达到一级要求2 2、小学五、六年级达到二级要求、小学五、六年级达到二级要求3 3、有条件的地区可以超过，有
4、困难的地区经批准、有条件的地区可以超过，有困难的地区经批准 可可适当适当 降低要求降低要求9/18/20246一级语言技能目标要求 听、做听、做n能根据听到的词语识别或指认能根据听到的词语识别或指认 图片图片 或或 实物实物n能听懂课堂指令并做出能听懂课堂指令并做出 相应的相应的 反应反应n能根据指令做事情，比如指图片、涂颜色、画图、能根据指令做事情，比如指图片、涂颜色、画图、 做动作、做手工等做动作、做手工等n能在图片和动作的提示下听懂小故事并做出反应能在图片和动作的提示下听懂小故事并做出反应 Input-Intake-OutputInput-Intake-Output9/18/20247
5、说、唱说、唱n能听懂录音并模仿（能听懂录音并模仿（ImitationImitation）n能互相问候能互相问候（Greeting as a habitGreeting as a habit）n能交流简单的个人信息，如姓名、年龄等能交流简单的个人信息，如姓名、年龄等 （Exchange information - information gapExchange information - information gap）n能表达简单的情感和感觉，如喜欢和不喜欢能表达简单的情感和感觉，如喜欢和不喜欢 （Express likes and dislikes - Express likes and d
6、islikes - Do you like me?Do you like me?）9/18/20248n能够根据表演猜意思、说词语（能够根据表演猜意思、说词语（guessingguessing）n能唱简单的英文歌曲能唱简单的英文歌曲15-2015-20首，说歌谣首，说歌谣15-2015-20首首n能根据图、文说出能根据图、文说出 单词单词 或或 短语短语 （words and phraseswords and phrases）9/18/20249 玩、演玩、演n能用英语做游戏并在游戏中用英语进行交流能用英语做游戏并在游戏中用英语进行交流n能做角色表演能做角色表演（role playrole p
7、lay）n能表演英语歌曲及简单的童话剧，如能表演英语歌曲及简单的童话剧，如小红帽小红帽等等9/18/202410 读、写读、写n能看能看 图图 识识 字字n能在能在指认物体的前提下指认物体的前提下认读所学词语认读所学词语n能图片的帮助下读懂英语小故事能图片的帮助下读懂英语小故事n能正确书写能正确书写 单词单词 和和 句子句子9/18/202411 视视 听听n能看懂语言简单的英语动画片或程度相当的教学节目。能看懂语言简单的英语动画片或程度相当的教学节目。n视听时间每学年不少于视听时间每学年不少于1010小时（平均每周小时（平均每周20-2520-25分钟）分钟）9/18/202412二级目标要
8、求二级目标要求 一级目标要求是按照：一级目标要求是按照： 听、做听、做/ /说、唱说、唱/ /玩、演玩、演/ /读、读、写写/ /视听视听 来分别进行要求的来分别进行要求的 二级目标要求则是按照：二级目标要求则是按照： 听听/ /说说/ /读读/ /写写/ /玩、演、视听玩、演、视听 来分别进行要求的来分别进行要求的9/18/202413小学英语教学二级要求 听听n能在图片、手势的帮助下，听懂语速较慢但能在图片、手势的帮助下，听懂语速较慢但语调自然语调自然的的 话语或录音材料话语或录音材料n能听懂简单的配图小故事能听懂简单的配图小故事n能听懂能听懂课堂活动中课堂活动中简单的简单的提问提问n能听
9、懂常用指令和要求并做出能听懂常用指令和要求并做出适当的适当的反应反应 Show your appropriate reactions to what students say.9/18/202414exampleT T So, have you seen “The Sound of Music”?S S1 Yes, but only on television.T T And what about you?S S2 No, I dont like musicals.T T Oh, dont you? Have you seen it, S3?S S3 Yes, I have 18 times.
10、T T Yes, and what about you, S4?9/18/202415n The teachers response to S2 is good-it is natural and gives the students a chance to notice a typical feature of active listening. (Oh, dont you?). n The teachers reaction to S3, however, is a disaster for two important reasons: 9/18/202416a. a. A A teach
11、er teacher could could only only react react so so automatically automatically if if he he or or she she was was not not listening. listening. Realizing Realizing that that you you are are not not listening listening has has a a strong strong de-de-motivating effect on students.motivating effect on
12、students.b. b. The The teacher teacher missed missed a a wonderful wonderful opportunity opportunity to to demonstrate demonstrate in in a a natural natural context context the the intonation intonation appropriate appropriate to to expressing expressing surprise.surprise. ( (18 times18 times! ! Why
13、?Why? Or Or What on earth forWhat on earth for? ? ).).9/18/202417If If you you are are surprised, surprised, shocked, shocked, curious, curious, doubtful, etc. doubtful, etc. make make sure sure you you show show it it in in your your general general reaction, in reaction, in what you say, and in wh
14、at you say, and in howhow you say it. you say it.9/18/202418 Encourage Encourage other other students students to to show show their their reactions too. reactions too. Such reacting develops Such reacting develops an important language an important language skillskillthe active role of the listener
15、 in a the active role of the listener in a conversationconversationand makes both the language and and makes both the language and your lessons more alive for students.your lessons more alive for students.9/18/202419 说说n能在口头表达中做到发音清楚、重音正确、能在口头表达中做到发音清楚、重音正确、语调达意语调达意( (DonDont explain intonation, dem
16、onstrate-Sorryt explain intonation, demonstrate-Sorry) )n能就所能就所熟悉熟悉的个人和家庭进行简单对话的个人和家庭进行简单对话n能能恰当恰当运用一些最常用的日常套话运用一些最常用的日常套话 （如问候、告别、致谢、致歉等）（如问候、告别、致谢、致歉等）n能在教师的帮助下讲述小故事能在教师的帮助下讲述小故事9/18/202420读读n能认读所学词语能认读所学词语n能根据能根据拼读规则拼读规则读出简单的单词读出简单的单词n能读懂能读懂教材中教材中简单的要求或指令简单的要求或指令n能读懂问候卡等中的简单信息能读懂问候卡等中的简单信息n能借助图片读
17、懂简单的故事或小短文，养成能借助图片读懂简单的故事或小短文，养成按意按意群阅读群阅读的习惯的习惯n能正确朗读所学故事或短文能正确朗读所学故事或短文 bottom up and top down9/18/202421写写n能根据要求为图片、实物等写出能根据要求为图片、实物等写出简单的标题简单的标题或或描述描述n能模仿范例写句子能模仿范例写句子n能写出简单的问候语能写出简单的问候语n写句子时能正确使用大小写字母和标点符号写句子时能正确使用大小写字母和标点符号9/18/202422玩、演、视听玩、演、视听n能按要求用英语做游戏能按要求用英语做游戏n能在教师的帮助下表演小故事或童话剧能在教师的帮助下表
18、演小故事或童话剧n能表演歌谣或简单诗歌能表演歌谣或简单诗歌30-4030-40首（含一级要求）首（含一级要求）n能唱英文歌曲能唱英文歌曲30-4030-40首首n能看懂英文动画片和程度相当的英语教学节目，能看懂英文动画片和程度相当的英语教学节目，每学年不少于每学年不少于1010小时（平均每周不少于小时（平均每周不少于20-2520-25分分钟钟）9/18/202423小学英语语言知识目标（二级） 语音n知道错误的发音会影响交际知道错误的发音会影响交际n知道字母名称的读音知道字母名称的读音n了解简单的拼读规律了解简单的拼读规律n了解单词有重音了解单词有重音n语音清楚，语调自然语音清楚，语调自然
19、9/18/202424 词汇词汇n学习有关本级话题范围的学习有关本级话题范围的600600700700个单词和个单词和 5050个左右的习惯用语个左右的习惯用语n了解单词是由字母构成的。了解单词是由字母构成的。 9/18/202425 语法语法n知道名词有单复数形式知道名词有单复数形式n知道主要人称代词的区别知道主要人称代词的区别n知道动词在不同情况下会有形式上的变化知道动词在不同情况下会有形式上的变化n了解表示时间、地点和位置的介词了解表示时间、地点和位置的介词n了解英语简单句的基本形式和表意功能了解英语简单句的基本形式和表意功能 9/18/202426 功能功能n了解问候、告别、感谢、致歉
20、、介绍、请求等了解问候、告别、感谢、致歉、介绍、请求等 交际功能的基本表达形式交际功能的基本表达形式 9/18/202427 话题话题n能理解和表达有关下列话题的简单信息：数字、能理解和表达有关下列话题的简单信息：数字、颜色、时间、天气、食品、服装、玩具、动植物、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、身体、个人情况、家庭、学校、朋友、文体活动、节日等节日等 9/18/202428小学英语情感态度目标（二级）n有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等做游戏等n乐于模仿，敢于开口，积极参与
21、，主动请教乐于模仿，敢于开口，积极参与，主动请教 9/18/202429小学英语学习策略目标（二级）n积极与他人合作，共同完成学习任务积极与他人合作，共同完成学习任务n主动向老师或同学请教主动向老师或同学请教n制订简单的英语学习计划制订简单的英语学习计划n对所学习内容能主动练习和实施对所学习内容能主动练习和实施n在词语与相应事物之间建立联想在词语与相应事物之间建立联想9/18/202430n在学习中集中注意力在学习中集中注意力n尝试阅读英语故事及其他英语课外读物尝试阅读英语故事及其他英语课外读物n积极运用所学英语进行表达和交流积极运用所学英语进行表达和交流n注意观察生活或媒体中使用的简单英语注
22、意观察生活或媒体中使用的简单英语n能初步使用简单的学生英汉词典能初步使用简单的学生英汉词典 9/18/202431 小学英语文化意识目标（二级）n知道英语中最简单的称谓语、问候语和告别语知道英语中最简单的称谓语、问候语和告别语n对一般的赞扬、请求等做出适当的反应对一般的赞扬、请求等做出适当的反应n知道国际上最重要的文娱和体育活动知道国际上最重要的文娱和体育活动n知道英语国家中最常见的饮料和食品的名称知道英语国家中最常见的饮料和食品的名称9/18/202432n知道主要英语国家的首都和国旗知道主要英语国家的首都和国旗n了解世界上主要国家的重要标志物，了解世界上主要国家的重要标志物， 如：英国的大
23、本钟等如：英国的大本钟等n了解英语国家中重要的节假日了解英语国家中重要的节假日 9/18/202433小学英语教学的基本模式小学英语教学的基本模式 Learning/Teaching by doingLearning/Teaching by doing, , demonstration, imitating, drawing,demonstration, imitating, drawing, singing, doing games, doing things! singing, doing games, doing things! Not just by memorizing!Not ju
24、st by memorizing!9/18/202434全身反应法（TPR）Total physical response 是指像幼儿学习母语的过程一样，通过身体运动学习外语的一种方法。 9/18/202435 主要优点主要优点： 1. 1. 优先发展学生的听力优先发展学生的听力 2. 2. 听力训练和身体动作相结合；说的练习适当推迟听力训练和身体动作相结合；说的练习适当推迟 3. 3. 用归纳法教语法用归纳法教语法 4. 4. 教师要耐心、宽容，允许学生犯语言错误教师要耐心、宽容，允许学生犯语言错误 5. 5. 教师要成为导演，想方设法最大限度地增加学生接触教师要成为导演，想方设法最大限度地
25、增加学生接触 语言的机会语言的机会 6. 6. 学生要成为演员，注意观察，依令而行学生要成为演员，注意观察，依令而行 7. 7. 可根据学生的反应及时调整练习的节奏可根据学生的反应及时调整练习的节奏9/18/202436小学英语教学起始阶段，听做领先（小学英语教学起始阶段，听做领先（TPRTPR）Watch and listenWatch and listenListen and numberListen and numberLook and actLook and act9/18/202437Basic principles of TPRBasic principles of TPR1.1.
26、Comprehensible( understandable) inputComprehensible( understandable) input Languages are best learned when the learner Languages are best learned when the learner receives lots of comprehensible receives lots of comprehensible (understandable) input. (understandable) input. 2.2.Silent periodSilent p
27、eriod-Delayed production-Delayed production in which they learn to understand and in which they learn to understand and respond to parts of the language without respond to parts of the language without attempting to speak it.attempting to speak it.9/18/202438 主要缺点主要缺点：1 1、强调听说，但对于如何培养读写能力的问题考虑欠少、强调听
28、说，但对于如何培养读写能力的问题考虑欠少2 2、以句子为教学的基本单位，重视培养听指令做动作和说、以句子为教学的基本单位，重视培养听指令做动作和说 单句的能力，但对于作为交际活动的重要形式单句的能力，但对于作为交际活动的重要形式对话，对话， 有所忽视，不利于培养交际能力有所忽视，不利于培养交际能力3 3、理论上缺乏一定的新意和深度，可以称为一种教学、理论上缺乏一定的新意和深度，可以称为一种教学 技巧，如和其他方法配合运用会更好技巧，如和其他方法配合运用会更好9/18/202439Watch and listenWatch and listenListen and numberListen an
29、d numberListen and sayListen and sayLook and actLook and actListen and chantListen and chantLook and talkLook and talkAsk and answerAsk and answer9/18/202440VARIATIONS OF TPR: VARIATIONS OF TPR: TPR-BTPR-B, , TPR-OTPR-O, , TPR-PTPR-P 1.TPR-B for TPR with body includes everything that can be done wit
30、h general body movement: stand up, sit down, turn around, turn right, turn left, lift up your arm, etc. This is best done in a room with some space to move around.9/18/2024412. TPR-O stands for TPR with objects. This is best done sitting a table that has some objects on it. 3. TPR-P stands for TPR w
31、ith pictures”. The actual physical response with pictures is fairly basic-pointing at something-but the opportunity for vocabulary acquisition is as broad as the types of pictures you can use.9/18/202442Task-based language teachingWhat is a task-based language course?A course designed to teach learn
32、ers how to do things with language in the real world outside the classroom.9/18/202443Real-world task typesType 1: Obtaining goods and servicesExamples:nBuying a pair of shoes.nFinding out how to get from the classroom to the library.9/18/202444 Type 2: SocializingExamples:nFinding out someones name
33、nIntroducing a friendnTelling a funny story9/18/202445nPrincipal 1: Introduce language in a meaningful contextnPrincipal 2: Give controlled practice in meaningful contextsn nPrincipal 3: Principal 3: Move from reception ( listening and reading Move from reception ( listening and reading ) to product
34、ion ( speaking and writing ) to production ( speaking and writing )9/18/202446Principle 4: Teach grammar inductivelynIn inductive learning, learners study samples of language containing the grammar rule and are guided towards an understanding of the rule or principle rather than being told by the te
35、acher.9/18/202447Grammar focus boxQuestionsQuestionsAnswersAnswersLook!Look!Is this your pencil?Yes. Its my ruler.Its=It isIs this your book?Yes. Its my bookIs this your peach?Oh, no! Its my eraser!What color is your book?Its orange.Its + color.What color is you ruler?Its red.Whats this?Its a book.I
36、ts a + Whats that?Its a ruler.9/18/202448nPrinciple 5: Principle 5: Move from controlled to freer practiceMove from controlled to freer practiceExample:Example:Book 1: Page 24-25Book 1: Page 24-25Activity 1 Listen and number.Activity 1 Listen and number.Activity 2 LetActivity 2 Lets play. ( s play.
37、( pairworkpairwork or or groupworkgroupwork ) )9/18/202449n nPrinciple 6: Principle 6: Give learners opportunities to reflect on Give learners opportunities to reflect on their learningtheir learningExample:Example:Book 1: Page 42-43 Book 1: Page 42-43 Recycle 3Recycle 39/18/202450 王佐良先生：王佐良先生： Some
38、 methods are useful to some people Some methods are useful to some people sometimes in some places; no method is useful sometimes in some places; no method is useful to all people all times in all places.to all people all times in all places. Sensible middle viewSensible middle view9/18/202451 课程目标中
39、的语言技能目标都是以学生课程目标中的语言技能目标都是以学生 “能够做什么能够做什么”为主要内容。为主要内容。 I can do itI can do it.nI-student-centered; self-confidentI-student-centered; self-confidentnCan-abilityCan-abilitynDo it-use English to do things for social Do it-use English to do things for social purposes in their daily livespurposes in thei
40、r daily lives9/18/202452错误纠正错误纠正The correction ofThe correction of mistakesmistakes Our students learn from us that making Our students learn from us that making mistakes is a necessary evil and mistakes is a necessary evil and consequently feel ashamed when making consequently feel ashamed when mak
41、ing mistakes , and then had rather not speak mistakes , and then had rather not speak than make a mistake.than make a mistake.9/18/202453 T: Do any of you have a pet at home? T: Do any of you have a pet at home? Ah Ahyou have, Billy?you have, Billy? B: Yes, B: Yes, erer I have dog at home. Very big
42、dog! I have dog at home. Very big dog! It Its nice, but once bite me here.(shows lower s nice, but once bite me here.(shows lower arm)arm) T: Ouch, that must have hurt a lot. T: Ouch, that must have hurt a lot. B: Yes, very pain. B: Yes, very pain. C: Yes, me too C: Yes, me too erer I have dog. It l
43、ike my mum I have dog. It like my mum very much. I play with my dog often. It never bite very much. I play with my dog often. It never bite me.me. T: Thank you, Carol. Who T: Thank you, Carol. Who else has got a pet?else has got a pet? 9/18/2024541. pay attention to what our students say 1. pay atte
44、ntion to what our students say in terms of content. in terms of content.2. show interest in what our students tell us.2. show interest in what our students tell us.3. no need to pinpoint out students3. no need to pinpoint out students mistakes.mistakes.4. fluency matters much more, as long as 4. flu
45、ency matters much more, as long as they can express themselves properly. they can express themselves properly.9/18/2024555. the only exception is when communication 5. the only exception is when communication is affected by studentsis affected by students linguistic linguistic mistakes.mistakes.6. 6
46、. above all, the main aim isabove all, the main aim is: : communication-fluency, not munication-fluency, not accuracy.9/18/202456 T: Do any of you have a pet at home? T: Do any of you have a pet at home? Ah Ah you have, Billy? you have, Billy? B: Yes, B: Yes, erer I have dog at home. Very big I have
47、 dog at home. Very big dog!dog! T: Oh, you have T: Oh, you have a a dog at home. dog at home. A A very big dog, you mean? very big dog, you mean? B: Yes, a dog B: Yes, a dog ErEr It is nice, but once It is nice, but once bite bite me here.(shows lower arm) me here.(shows lower arm) T: No! T: No! Bit
48、Bit, Billy, , Billy, bitbit. .9/18/2024571. the teacher definitely does not 1. the teacher definitely does not “listen” to Billy, and does not “listen” to Billy, and does not communicate with Bmunicate with Billy.2. As a result, Billy will be less 2. As a result, Billy will be less motivated, and ev
49、en afraid to say more. motivated, and even afraid to say more. 9/18/2024583. As a result, teacher and their students 3. As a result, teacher and their students would would not be able to build up a good not be able to build up a good relationship of relationship of mutual respect and understanding.
50、mutual respect and understanding.4. Much depends on the purpose of the 4. Much depends on the purpose of the activity.activity.9/18/202459Three techniques of correctionsThree techniques of corrections三种纠错技巧三种纠错技巧 S1: My brother is younger than my sister. S1: My brother is younger than my sister. How
51、 about yours? How about yours? S2: My brother is older as my sister. S2: My brother is older as my sister. T: T: ErEr(questioning look)(questioning look) S2: S2: ErEr(pause) Oh yes, older than-my (pause) Oh yes, older than-my brother is older than my sister. brother is older than my sister. T: Good!
52、 T: Good!9/18/202460 T: When did you do last night? T: When did you do last night? MmmMmm George? George? G: I study my homework. G: I study my homework. T: T: ErEr (worried look) (worried look) G: G: AahAah I do my homework I do my homework T: Well, What did George do? T: Well, What did George do?
53、(pause) Sally? (pause) Sally? S: He did his homework. S: He did his homework. T: Yes George? T: Yes George? G: Ahyes I did my homework. G: Ahyes I did my homework.9/18/202461J: Last week I travel to Yunnan.J: Last week I travel to Yunnan.T: T: MmmMmm? (questioning look)? (questioning look)J: Last we
54、ek, I travel(pause)J: Last week, I travel(pause)T: Yes, Jim, you?(questioning look)T: Yes, Jim, you?(questioning look)J: I travel (hesitant) to Yunnan.J: I travel (hesitant) to Yunnan.T: Anybody? (pause)T: Anybody? (pause)T: Last week you T: Last week you tra-veltra-vel(fingers up on (fingers up on
55、“tra-veltra-vel-”as one-two-three, holding the -”as one-two-three, holding the third finger) third finger) T: Really nobody? ComonT: Really nobody? ComonT: Well, its “travelled”! Right! (pause) T: Well, its “travelled”! Right! (pause) Jim?Jim?J: Last week I travelled to Yunnan.J: Last week I travell
56、ed to Yunnan.T: Good!T: Good!9/18/202462 一、一、自我纠正自我纠正self-correctionself-correction1. most people prefer to put right their own 1. most people prefer to put right their own mistakes mistakes2. student is given a chance for SC2. student is given a chance for SC3. discovering the right answer yourself
57、 is 3. discovering the right answer yourself is always a highly motivating experiencealways a highly motivating experience9/18/202463 二、二、学生之间纠正学生之间纠正peer correctionpeer correction1. both the S who makes the mistake and the S 1. both the S who makes the mistake and the S who corrects it are actively
58、 involved in the who corrects it are actively involved in the learning process. learning process.2. the Ss get the feeling that they can learn 2. the Ss get the feeling that they can learn from each other.from each other.3. trains Ss for more teacher-independent 3. trains Ss for more teacher-indepen
59、dent learning in group or pairs. learning in group or pairs.4. gives teacher a clearer picture of the level 4. gives teacher a clearer picture of the level of more than one students ability.of more than one students ability.9/18/202464 三、三、老师纠正老师纠正teacher correctionteacher correction1.1.T feels that
60、 a mistake should be correctT feels that a mistake should be correct (as we know, many mistakes can be left (as we know, many mistakes can be left uncorrected), while no S can correct it.uncorrected), while no S can correct it.2. it doesnt mean that T corrects it 2. it doesnt mean that T corrects it
61、 immediatelyimmediately9/18/202465No news is good news.(No correction implies perfection.)9/18/202466小学英语教学评价n评价目的：评价目的：n激励学生的学习兴趣和积极性激励学生的学习兴趣和积极性n使学生获得成功感和自信心使学生获得成功感和自信心n使他们形成使他们形成初步初步用英语进行日常交流的能力用英语进行日常交流的能力n为进一步学习打下基础。为进一步学习打下基础。9/18/202467 评价原则评价原则 Assessment is fun!激励性原则激励性原则 -让学生体验进步与成功，从而产让
62、学生体验进步与成功，从而产 生进步的动力；要使学生喜欢评价；生进步的动力；要使学生喜欢评价； （ motivating & experiencingmotivating & experiencing) ) 参与性原则参与性原则 -学生是学习的主体和评价的主体；学生是学习的主体和评价的主体； 鼓励学生积极、主动对自己的学习鼓励学生积极、主动对自己的学习 情况进行评价与反思；情况进行评价与反思； ( (participating & reflectiveparticipating & reflective) )9/18/202468形成性评价为主的原则形成性评价为主的原则 - - 对学生平时参与各种教学活动中表现出的学习兴趣、对学生平时参与各种教学活动中表现出的学习兴趣、态度态度, , 语用和交流能力进行评价；语用和交流能力进行评价；( (formative & progressiveformative & progressive) )活动性原则活动性原则 -以接近课堂教学活动的听、做、以接近课堂教学活动的听、做、 说、写等形式进行评价。说、写等形式进行评价。 ( (activities & activatingactivities & activating) ) 9/18/202469
