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篇名 |
英语学科能力及其表现研究
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並列篇名 | Composition and Performance of English Disciplinary Competency |
作者 | 王薔、胡亞琳 |
英文摘要 | Improving students English disciplinary competency lies in the heart of language education in s chools. Based on an English competency framework consisting of t hree levels of competency, namely, "comprehension", "application" , and " innovation", and five levels of students’ learning performance, the authors developed a set of assessment tools using the Rasch model and app lied them to a sample of a large group of senior high school s t udents in City L. The findings indicate that students vary to a large extent on the three competency levels with comprehension generally scored much higher than application and innovation, which provides rich and concr et e empirical evidence for diagnosingt eaching problems. At the same time, the ratios of students’ performance at each of the five levels vary significantly from dis trict to district , refl ecting indirectly inequalities in teaching resources and qualit y among these districts. The study has both theoretical and practical values for assessing students’ English disciplinary competency , for diagnosing teaching and learning issues, and for guiding teachers to aim for improving students’ English competency and learning performance. |
起訖頁 | 061-070 |
關鍵詞 | 英语学科能力、能力表现、Rasch模型、English disciplinary competency、core competence、learning performance、Rasch model |
刊名 | 教育學報 |
期數 | 201704 (13:2期) |
出版單位 | 北京師範大學 |
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