赵翠芳

(广东理工职业学院外语系,广东广州510091)

基于社会文化理论的商务英语教学动态评估

赵翠芳

(广东理工职业学院外语系,广东广州510091)

教学评估是促进学生学习并检验教学质量的必要过程环节。以维果茨基的社会文化理论为主要理论基础的动态评估兼重学习过程监控和学习效果考评,将其纳入我国商务英语教学评估体系的教学设计及其实施效果表明,将动态评估与传统静态考试评估相结合,有利于实现优势互补,促进商务英语学习者知识、能力和素养的全面发展。

商务英语; 教学评估; 社会文化理论; 动态评估; 静态评估

Abstract:Business English teaching has been prevailing in China's universities and colleges,to which assessment is indispensable by monitoring students'learning process and outcome.This paper reviews the theoretical basis along with the literature of dynamic assessment in foreign language education and reports a studyof practising the Vygotskian Sociocultural Theoryof Mind and dynamic assessment in a business English program,which is proved to be successful as an alternative approach to assessing students'cognitive process and learning potential.It is proposed that the conventional goal-oriented standardized testing and dynamic capability-oriented assessment models should be integrated to promote Chinese EFL learners'development of knowledge,capacity,humanistic literacy and employability in business studies.

Key words:business English; instructional assessment; Sociocultural Theory of Mind; dynamic assessment; static assessment

近二三十年来,动态评估在西方心理学和普通教育领域的研究硕果累累,但在外语教育领域则刚刚起步[1]。K ozulin和Garb[2]将动态评估引入以英语为外语 (EFL)的阅读教学中,帮助23名因学业有困难没有通过中学英语考试的学生。Antón[3]在大学西班牙语高级课程中应用动态评估,通过语言测试及师生交流评估学生的实际语言水平,以便进行合理的分班教学。Poehener[4]撰写了首部探讨如何将动态评估应用于第二语言教学的著作 (Dynamic Assessment:A Vygotskian Approach to Understanding and PromotingL2 Development)。这些研究成果对于我国外语教学改革具有宝贵的借鉴意义。

一、动态评估的含义与理论基础

Frederich Taylor在其 1911年出版的 The Principles of Scientific Management一书中首次提出教学评估的理念,强调了考试的意义,目的是了解学生学习的进步程度[5]。受此影响,广大教师和课程设置人员一直非常重视对学习结果进行终结性考试评估。由于传统的考试评估主要是以心理计量学的标准化测验为基础发展而来,最终以量化数字判断个体已经形成的能力和学习结果,因而也被称为静态测验或静态评估 (Static Assessment)。……