作　　者： ;

机构地区： 广东外语外贸大学英语语言文化学院

出　　处： 《山东外语教学》 2007年第1期32-35,共4页

摘　　要： 定量分析和定性分析揭示，学生对专题演讲、学期论文、客观题考试等不同性质评估方式所测试的能力有自己的看法，从而采取不同的途径和策略应对。研究发现，学生倾向于用深层途径准备专题演讲和学期论文，采用浅层途径应对客观题考试。因此，高校教学应注重评估手段与教育目标的配套和统一。利用评估方式引导和鼓励学生使用恰当的学习途径，尤其是深层途径进行有深度的学习。 Quantitative and qualitative analysis revealed that students took different learning approaches for assessments in different nature according to their understanding of the abilities being evaluated. Assessment type such as presentation and essay were more likely to promote the adoption of deep approach while objective test tended to lead to the use of surface approach, which was not desirable in tertiary studies. Therefore, proper assessment types should be employed to encourage the students to adopt deep learning approach in their learning.

关 键 词： 浅 深 层学习途径 浅 深 层动机 浅 深 层策略

领　　域： [语言文字]