English Teaching Appraisal of Higher Vocational College Based on Theory of Multiple Intelligences
作者: 金 晶 ：浙江邮电职业技术学院，浙江 绍兴;
Abstract: A reasonable English teaching appraisal plays an important guiding and regulatory role in the reform of English teaching modes and methods as well as the improvement of English teaching performance. Theory of Multiple Intelligence believes that individual intelligences are not singu-lar, which are multiple, and each person is the combination of dynamic intelligences. Intelligences vary in development both within and among individuals, therefore each student should be given opportunity to respect and develop their multiple intelligences. It advocates that MIT-based teaching appraisal should integrate with the process of teaching and learning and the students’ development. Based on the study of Theory of Multiple Intelligence and the higher vocational students’ enrollment, their poor English basis and their multiple intelligences, a vocational English teaching appraisal system and a list of Contextualized Assessment tasks are thus constructed and then put into use in vocational English teaching and learning. MIT-based teaching appraisal focuses on student-centered teaching concept, performance-based contextualized assessments and Portfolio Assessment, whose teaching assessment ought to be multiple, context-driven and learner-centered. It can be helpful to stimulate vocational students’ internal motivation, adjust strategies of English teaching and improve the effectiveness of English teaching and learning.
文章引用: 金 晶 (2017) 基于多元智能理论的高职英语教学评价。 创新教育研究， 5， 349-356. doi: 10.12677/CES.2017.54054
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