中国大学生外语多元读写能力评估框架探索

doi:10.3969/j.issn.1674-8921.2015.09.005

当代外语研究 ›› 2015, Vol. 15 ›› Issue (09): 26-31.doi: 10.3969/j.issn.1674-8921.2015.09.005

• 适用语言学专栏·多模态话语分析篇 • 上一篇下一篇

中国大学生外语多元读写能力评估框架探索

刘睿, 张德禄

同济大学,上海,200092;
井冈山大学,吉安,343009;
同济大学,上海,200092

出版日期:2015-09-28 发布日期:2020-07-25
作者简介:刘睿,井冈山大学外国语学院讲师、同济大学外国语学院2011级在读博士生。主要研究方向为系统功能语言学、外语教学、语言测试。电子邮箱:aimeliu@163.com。张德禄,见主持人简介。
基金资助:
*本文系国家社科基金研究项目“外语本科生多元能力培养模式研究”(编号14BYY075)、江西省社科规划研究项目“多模态环境下大学英语课堂学生多元读写能力评价研究”(编号13YY04)和湖北省高等学校省级教学研究项目“网考背景下大学英语多模态教学改革与实践”(编号2013180)的阶段性成果。

On the Assessment Framework for Chinese College Students’ Multiliteracies in Foreign Languages

LIU Rui, ZHANG Del

Online:2015-09-28 Published:2020-07-25

摘要/Abstract

摘要： 对学习者评估是课堂教学的一个重要组成部分。本文在回顾多元读写能力评估相关研究的基础上,结合中国外语人才的培养目标和多元读写能力的评估内容,提出了中国大学生外语多元读写能力评估框架。认为在一定语境条件下,可通过在课堂教学中设定任务,观察学生表现,采用项目评估、表现评估、小组评估、档案袋评估等多种评估方法对学生的外语多元读写能力进行适时、合理的评估。帮助学生提升外语多元读写相关能力。

关键词: 多元读写能力, 多模态语篇, 评估, 中国大学生

Abstract: The assessment of learners is an important part of classroom teaching. On the basis of the research on multiliteracies assessment, the goal of fostering qualified Chinese foreign language personnel and the components of muliliteracies, this article proposes an assessment framework for Chinese college students’ multiliteracies in foreign languages. The assessment of multiliteracies in foreign languages can be done by designing tasks concerned, observing students’ performances and adopting multiple assessment methods in a particular context.

中图分类号:

H030

刘睿, 张德禄. 中国大学生外语多元读写能力评估框架探索[J]. 当代外语研究, 2015, 15(09): 26-31.

LIU Rui, ZHANG Del. On the Assessment Framework for Chinese College Students’ Multiliteracies in Foreign Languages[J]. Contemporary Foreign Languages Studies, 2015, 15(09): 26-31.

参考文献

American Library Association. 1989. Final Report: ALA Presidential Committee on Information Literacy [R]. Chicago: American Library Association.
Anstey, M. & G. Bull. 2006. Teaching and Learning Multiliteracies: Changing Times, Changing Literacies [M]. Newark: International Reading Association.
Cope, B. & M. Kalantzis. 2000. Multiliteracies: Literacy Learning and the Design of Social Futures [C]. New York: Routledge.
Griffin, P. & E. Care. 2015. Assessment and Teaching of 21st Century Skills: Methods and Approach [C]. New York: Springer.
Healy, A. 2008. Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes [C]. Melbourne: Oxford University Press.
Hesse, F., E. Care, J. Buder, K. Sassenberg & P. Griffin. 2015. A framework for teachable collaborative problem solving skills [A]. In P. Griffin & E. Care (eds.). Assessment and Teaching of 21st Century Skills: Methods and Approach [C]. New York: Springer. 37-56.
Jewitt, C. 2003. Reshaping Literacy and Learning: A Multimodal Framework for Technology Mediated Learning [D]. London: London University.
Jewitt, C. 2008. Multimodality and literacy in school classrooms [J]. Review of Research in Education (32): 241-67.
Jewitt, C. 2009. The Routledge Handbook of Multimodal Analysis [C]. London: Routledge.
Kalantzis, M. & B. Cope. 2005. Learning by Design [M]. Melbourne: Victorian Schools Innovation Commission.
Kalantzis, M. & B. Cope. 2012a. New Learning: Elements of a Science of Education (2nd ed.) [M]. Cambridge: Cambridge University Press.
Kalantzis, M. & B. Cope. 2012b. Literacies [M]. New York: Cambridge University Press.
Kalantzis, M., B. Cope & A. Harvey. 2003.Assessing multiliteracies and the new basics [J]. Assessment in Education 10 (1):15-26.
Kress, G. 1997. Before Writing: Rethinking the Paths to Literacy [M]. New York: Routledge.
Kress, G. 2010. Multimodality: A Social Semiotic Approach to Contemporary Communication [M]. New York: Routledge.
Kress, G. 2003. Literacy in the New Media Age [M]. London: Routledge.
Kress, G., C. Jewitt, J. Bourne, A. Franks, J. Hardcastle & K. Jones. 2005. English Urban Classrooms: Multimodal Perspectives on Teaching and Learning [M]. London: Routledge Falmer.
Kress, G. & T. van Leeuwen. 2001. Multimodal Discourse: The Modes and Media of Contemporary Communication [M]. London: Routledge.
Lankes. R. D. 2008. Trusting the internet: New approaches to credibility tools [A]. In M. J. Metzger & A. J. Flanagin (eds.). Digital Media, Youth and Credibility [C]. Cambridge: MIT Press. 101-21.
New London Group. 1996. A pedagogy of multiliteracies: Designing social features [J]. Harvard Educational Review 5(1): 60-93.
Partnership For 21st Century Skills. 2009. Framework definitions [OL]. [2015-08-08]. http:∥www.p21.org/documents/P21_Framework_Definitions.pdf.
Rosenberg, A.J. 2010. Multiliteracies and teacher empowerment [J]. Critical Literacy: Theories and Practices 4(2): 7-15.
Rowsell, J. 2013. Working with Multimodality: Rethinking Literacy in a Digital Age [M]. New York: Routledge.
Sadler, D. 1989. Formative assessment and the design of instructional systems [J]. Instructional Science (18):119-44.
Stein, P. 2007. Multimodal Pedagogies in Diverse Classrooms: Representation, Rights, and Resources [M]. London: Routledge.
Street, B. 2005. Introduction: New literacy studies and literacies across educational contexts [A]. In B. Street (ed.). Literacies Across Educational Contexts: Mediating Learning and Teaching [C]. Philadelphia: Caslon.
Voogt, J. & N. P. Roblin. 2012. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies [J]. Journal of Curriculum Studies 44(3):299-321.
Weinstein, E. A. 1969. The development of interpersonal competence [A]. In D. A. Goslin (ed.). Handbook of Socialization Theory and Research [C]. Chicago: Rand McNally. 753-75.
Wyatt-Smith, C. & K. Kimber. 2009. Working multimodally: Challenges for assessment [J]. English Teaching: Practice and Critique 8(3): 70-90.
文秋芳、王建卿、赵彩然、刘艳萍、王海妹.2009.构建我国外语类大学生思辨能力量具的理论框架[J].外语界(1):37-43.
张德禄.2012.多模态学习能力培养模式探索[J].外语研究(2):9-14.
张德禄、丁肇芬.2013.外语教学多模态选择框架探索[J].外语界(3):39-46.
张德禄、刘睿.2014.外语多元读写能力培养教学设计研究[J].中国外语(3):45-52.
庄智象、韩天霖、谢宇、严凯、刘华初、孙玉.2011.关于国际化创新型外语人才培养的思考[J].外语界(6):71-78.

[1]	刘勖诚, 谷波, 曾炜杰, 杜仲星, 田镇. 小通道内制冷剂两相流动摩擦压降关联式分析[J]. 上海交通大学学报, 2021, 55(9): 1095-1107.
[2]	胡益恺, 王春香, 杨明. 智能车辆决策方法研究综述[J]. 上海交通大学学报, 2021, 55(8): 1035-1048.
[3]	游广增, 汤翔鹰, 胡炎, 邰能灵, 朱欣春, 李玲芳. 基于典型运行场景聚类的电力系统灵活性评估方法[J]. 上海交通大学学报, 2021, 55(7): 802-813.
[4]	郑益凯, 范云锋, 张思霈, 朱莹, 吴凯. 基于改进灰色评估模型的地空导弹系统效能分析[J]. 空天防御, 2021, 4(2): 20-.
[5]	卜晓东, 周志超, 徐振森, 张军. 基于改进信息熵法的反集群目标作战效能评估研究[J]. 空天防御, 2021, 4(1): 14-18.
[6]	曲扬, 罗永峰, 朱钊辰, 黄青隆. 两维地震激励下格构拱动力响应简化评估方法[J]. 上海交通大学学报, 2020, 54(4): 387-396.
[7]	陈璇, 李奇, 李博文, 肖意可, 晏良. 基于多源数据可信度的制导精度融合评估[J]. 空天防御, 2020, 3(4): 14-20.
[8]	张兴有. 基于阶段飞行特征的舰空导弹武器系统效能评估方法[J]. 空天防御, 2020, 3(4): 121-126.
[9]	李奇, 李凡, 唐善军, 王丙乾, 张励. 红外导引头抗干扰性能仿真试验与评估技术研究[J]. 空天防御, 2020, 3(4): 127-133.
[10]	李凡, 张小威, 王丙乾, 耿旭, 李奇. 基于特征分析的目标仿真模型相似度评估方法研究[J]. 空天防御, 2020, 3(4): 134-140.
[11]	赵智剑, 余科, 马跃华, 潘俊, 杨革文. 基于AHP-云模型的雷达抗干扰性能评估[J]. 空天防御, 2020, 3(1): 65-72.
[12]	刘志钊, 李艳红, 胡晓峰, 李伟. 一种基于视图的装备效能仿真评估流程设计[J]. 空天防御, 2020, 3(1): 80-86.
[13]	游利,. 重视骨转换指标的临床应用及评估[J]. 诊断学理论与实践, 2020, 19(03): 214-218.
[14]	孙建琴, 叶梦瑶,. 老年肌肉衰减症的筛查、评估与干预[J]. 外科理论与实践, 2020, 25(02): 114-119.
[15]	丁凤鸣, 周妍, 田雪, 廖若敏, 张杏怡,. 胜任力模型在呼吸与危重症医学科进修医师培训中的应用[J]. 诊断学理论与实践, 2020, 19(02): 203-205.

中国大学生外语多元读写能力评估框架探索

On the Assessment Framework for Chinese College Students’ Multiliteracies in Foreign Languages

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价