剑桥英语教师丛书：第二语言课堂评估 下载 mobi epub pdf 电子书 2025

☆☆☆☆☆
简体网页||繁体网页



点击这里下载

类似图书 点击查看全场最低价

---

内容简介

　　本丛书精选自剑桥大学出版社为语言教师设计的多套论著和教程，均为当代语言教育领域的力作。由当今国际语言教育界的人士编著并由国内英语教育界专家学者撰写前言或导读。本丛书的20个选题是目前英语教师需要了解的课题。本丛书可作为英语教师继续教育和师范院校英语系的教材，并可供在职大中学教师和语言教育研究者使用。

精彩书评

　　外研社和人教社联合推出这套“剑桥英语教师丛书”，以配合全国中小学英语教师的培训工程。本套丛书的使用者注意两点：一， 这套书不仅仅传播技巧，更重要的是提供思想和方法；不是提供对问题的现成答案，而是告诉你各种理论观点和看法。第二，本套丛书的读者应该努力初步掌握外语教学中的科研方法，学会设计小型的科研项目，学会进行课堂观察，设计问卷，经常写教学日志，会抽样，会收集各种数据，会统计和分析数据等。
　　……

目录

总序
List of Illustrations
List of Tables
Series editors preface
Authorsacknowledgments
导读
1.Introduction to evaluation
I GETTING STARTED
2.The context of second language evaluation
3.A framework for evaluation
4.Collecting information
II EVALUATING WITHOUT TESTS
5.Observation in the classroom
6.Portfolios and conferences
7.Journals，questionnaires，and interviews
III EVALUATING WITH TESTS
8.Testing
9.Objectives-referenced testing
10.Choosing and devising test tasks
11.Assembling and scoring tests
12.Interpreting test scores
13.Standardizde tests
14.Summary and integration
Index

精彩书摘

On the basis of their observations, teachers assess what students have and have not learned; they infer the learning strategies students may be using that are facilitating or:impeding learning; they assess the effective-ness of particuiar teaching strategies; they determine which instructional activities and materials the students enjoy; and so on. Information derived from such observations is fundamental to the day-to-day functioning ofthe classroom because it provides a basis for understanding what is happening and for making decisions about what should follow. For example, based on a number of observations, a teacher may judge that a particular student has not learned what was being taught in class that week, whereas the other students have. Alternatively, the teacher may judge that quite a few stu- dents have not leamed the target structure. The observation that only one student has failed to learn a target structure will lead to very different decisions by the teacher than the observation that most ofthe students have not learned it.
Teachers also seek to understand how their students are learning and, in particular, to explain those instances when learning does not occur as planned. Their explanations of these situations can be used to plan instruc-tion that will promote learning. In seeking to explain failure to learn, teachers use observation to make inferences about instructional or learning processes or strategies. Observation of student behavior when a particular unit is taught might lead the teacher to infer that t:he students were using strategies that might be effectiVe in their first language but lead to mistakes in the second language. For example, the students may use discourse pat-terns from their first language that are inappropriate in.the second lan-guage. Or the teacher may infer that the students did not find the mate-rials and activities interesting and, therefore, they were not motivated to learn. Teachers' observations of themselves may lead them to infer that they are using instructional strategies that are not working: perhaps they had not been very clear when explaining an assignment or they did not model a new grammatical pattem sufficiently before having the students try using it.
Inferences concerning learning and teaching processes are much more difficult to make than inferences concerning learning outcomes, yet they are equally important for effective teaching. Inferences about language learning outcomes can be made on the basis of observations of concrete instances of the students' actual language use. For example, does the stu-dent use the past tense correctly and appropriately when speaking and/or writing? In comparison, infer.ences about processes related to teaching and learning are based on observations of a wider range ofbehaviors and events and their interrelationships. For example, a teacher's understanding of stu-dent errors when writing and what to do about them might follow from observations directed at answering the following kinds of questions: What kinds of errors do the students make? Can their mistakes be traced to a particular source, such as the first language?. Do they tend to make certain errors under some circumstances more than others? Do they avoid the use of certain structures or communicative functions altogether? It is evident from-this single example that it is not the observation of discrete instances oflanguage use that provides evidence about learning processes; rather, it is the observation of categories of events (such as errors) or fairly complex interrelationships among events (for example, the linguistic or communica-tive contexts within which errors tend to occur more frequently) that are the bases for inferences about learning processes. The same can be said about processes related to teaching.
Inferences about learning and instructional processes are important be-cause they affect significantly the ways in which teachers respond to their students. For example, the inference that students are using strategies derived from the first language when using their second language might lead the teacher to explain to the students the difference between the first and second language with regard to the grammatical structure or com- municative function in question. Of course, this would work only if the students were old enough and had acquired sufficient linguistic sophistica-tion to understand such an explanation. In comparison, the inference that the teacher did not provide ample demonstration of a particular linguistic structure or communicative function might lead the teacher to provide more time for practice using it in whole group activities.
Classroom observation and any associated inferences about teaching and learning are important for planning instruction of the same unit, lesson, or course in the future. Observation of how particular units worked with the current group of students may lead to decisions to retain, drop, or modify them with future groups of learners. Units may be dropped because they were too easy, too difficult, uninteresting, or not useful. Certain units may be modified because observation of their effectiveness with the current students suggested deficiencies or areas for improvement. Observations that a course did not work effectively in general with the current students might lead to decisions to revise the way in which students are placed in the course to ensure greater compatibility between the course and the charac-ter istics of the learners in the course.
……
剑桥英语教师丛书：第二语言课堂评估 下载 mobi epub pdf txt 电子书 格式

评分☆☆☆☆☆

还不错吧~还不错啊~~~

评分☆☆☆☆☆

京东速度果然非常快的，从配货到送货也很具体，快递非常好，很快收到书了。书的包装非常好，没有拆开过，非常新，可以说无论自己阅读家人阅读，收藏还是送人都特别有面子的说，特别精美；各种十分美好虽然看着书本看着相对简单，但也不遑多让，塑封都很完整封面和封底的设计、绘图都十分好画让我觉得十分细腻具有收藏价值。书的封套非常精致推荐大家购买。 打开书本，书装帧精美，纸张很干净，文字排版看起来非常舒服非常的惊喜，让人看得欲罢不能，每每捧起这本书的时候 似乎能够感觉到作者毫无保留的把作品呈现在我面前。 作业深入浅出的写作手法能让本人犹如身临其境一般，好似一杯美式咖啡，看似快餐，其实值得回味 无论男女老少，第一印象最重要。”从你留给别人的第一印象中，就可以让别人看出你是什么样的人。所以多读书可以让人感觉你知书答礼，颇有风度。 多读书，可以让你多增加一些课外知识。培根先生说过：“知识就是力量。”不错，多读书，增长了课外知识，可以让你感到浑身充满了一股力量。这种力量可以激励着你不断地前进，不断地成长。从书中，你往往可以发现自己身上的不足之处，使你不断地改正错误，摆正自己前进的方向。所以，书也是我们的良师益友。 多读书，可以让你变聪明，变得有智慧去战胜对手。书让你变得更聪明，你就可以勇敢地面对困难。让你用自己的方法来解决这个问题。这样，你又向你自己的人生道路上迈出了一步。 多读书，也能使你的心情便得快乐。读书也是一种休闲，一种娱乐的方式。读书可以调节身体的血管流动，使你身心健康。所以在书的海洋里遨游也是一种无限快乐的事情。用读书来为自己放松心情也是一种十分明智的。 读书能陶冶人的情操，给人知识和智慧。所以，我们应该多读书，为我们以后的人生道路打下好的、扎实的基础！读书养性，读书可以陶冶自己的性情，使自己温文尔雅，具有书卷气；读书破万卷，下笔如有神，多读书可以提高写作能力，写文章就才思敏捷；旧书不厌百回读，熟读深思子自知，读书可以提高理解能力，只要熟读深思，你就可以知道其中的道理了；读书可以使自己的知识得到积累，君子学以聚之。总之，爱好读书是好事。让我们都来读书吧。

评分☆☆☆☆☆

印刷质量也很不错，good，等有时间再仔细看咯~~~

评分☆☆☆☆☆

质量很好！质感和印刷都很到位,是正版，而且便宜，支持,推荐.

评分☆☆☆☆☆

包装不错~此次买了6本，此本待看~ 能派到用处 吃完午饭，趁手头工作不多，便给朋友发了条短信，这次等了半个小时，却依旧没有朋友的回信。我开始坐立不安，记得不久的过去，就算她忙，她总会在半小时内回他的呀！他怀疑难道是自己昨天没发短信给她她生气了？两小时后信息回来，告诉我要到京东帮他买书，如果不买或者两天收不到书就分手！，我靠，没有办法，我就来京东买书了。没有想到书到得真快。书不错 还送光碟 就是快递不给力 太慢了 但还行 好期待的书 可来了在我还没有看这本书的时候，我丝毫不怀疑它是一本好书，很符合80后读者的口味。很难想象一本图书会被我看得像郭德纲的相声书一样，在地铁上都如饥似渴地手不释卷。人都说《红楼梦》是一部罕见的奇书，是人生的镜子，那么对于这部书，在某种意义上也令我感到了丝丝“找出心中所想”的意味，因为我不仅从中看出大论的味道，更是以一种看搞笑图书的心情在愉悦自己，事实上这本书确实不失幽默，在大论了一把之后确实愉悦了广大读者，在此之前，我从来没想过会像一本幽默小说一样去看这本书，因为多年来这类书的泛滥使我对其十分不屑。京东商城图书频道提供丰富的图书产品,种类包括小说、文学、传记、艺术、少儿、经济、管理、生活等图书的网上销售,为您提供最佳的购书体验。网购上京东,省钱又放心!在网上购物，动辄就要十多元的运费，往往是令许多网购消费者和商家踌躇于网购及销售的成本。就在买方卖方都在考虑成本的同时，京东做了一个表率性的举动。只要达到某个会员级别，不分品类实行全场免运费。这是一个太摔的举动了，支持京东。给大家介绍本好书《小时代3.0：刺金时代》内容简介《小时代3.0：刺金时代》是郭敬明的第五部长篇小说，于2007年11月开始在《最小说》上独家连载，获得读者们空前热烈的追捧，各大媒体的相关讨论和争议也层出不穷，一场火爆的《小时代3.0：刺金时代》风潮由此掀起。郭敬明在《小时代3.0：刺金时代》的创作中，又一次展现了对多种文字风格的完美驾驭能力。他以全新的叙事风格和敏感而细微的笔触，将当代青少年、大学生、都市白领的生活和情感故事集中、加工、娓娓道来，从小角度展现了作者对整个社会的观察和思考。这部长篇系列正式开始前，郭敬明曾许诺将要连续创作五年，而在五年终结之际，《小时代3.0：刺金时代》系列将如约迎来它辉煌的谢幕。林萧、简溪、顾源、顾里、南湘、唐宛如……五年间，他们已然成为陪伴读者们度过青春时期的伙伴，他们仿佛活生生地站在读者身边，呼吸着，微笑着，与每一个人共同欢乐，共同哭泣。故事有终结的一天，然而人物却能跃出故事，在读者心中长长久久地鲜活下去，从这个意义上来讲，《小时代3.0：刺金时代》是每一个读者的小时代，它永远也不会完结。

评分☆☆☆☆☆

应该是正版！

评分☆☆☆☆☆

到货也很快，喜欢。。。

评分☆☆☆☆☆

商品是全新的京东发货快

评分☆☆☆☆☆

东西很好哦!

类似图书 点击查看全场最低价