传统英语教学多以终结性评价评定学生学习，重结果不重过程，方式单一，影响教学效果提升。通过问卷、访谈、个案分析的形式对某高职院校非英语专业的英语教师教学和学生学习进行调查研究，分析教师的教学方法、教学效果以及学生的学习意愿。结果显示：学生对不同评价方式的认可度差异明显；学生的专业要求影响其对评价方式的认可度；学生对自评与他评的认可度差异巨大。提出形成性评价与终结性评价相结合的多维评价体系及其具体实践方案，与传统评价相比，多维评价体系在教师期待、及时反馈与参与性三方面有积极作用。%Traditional English teaching mainly takes summative assessment to evaluate students’learning, which pays attention to the result rather than the process, and as a single mode, it affects the improvement of teaching effect. Through questionnaire survey, inter⁃views and case analysis, English teachers’teaching and students’learning in non-English major of a higher vocational college are studied. The teachers' teaching methods, teaching effects and students' learning aspiration are analyzed. The results show that students hold different opinions towards different evaluation method;students' majors influence their recognition to different evaluation method;and students have diverse views to self-evaluation and peer evaluation. The multi-evaluation system of combination of formative evalu⁃ation and summative evaluation and practice program are put forward. The positive effects of multi-evaluation compared with tradition⁃al evaluation are mainly in the following three aspects:teachers' expectation, timely response and participation.
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