高考英语测试目标和内容设置框架探讨被引量：38

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摘要本文结合心理和教育测量及语言测试相关理论,对测试目标和内容进行了深入探讨,并以TOEFL iBT和IELTS为例对此进行了分析。结合Bachman&Palmer(2010)关于语言运用的定义,本文提出语言能力可定义为一个人运用语言理解和表达意义的能力,并指出这两种能力属于认知能力范畴,可结合修订后的布鲁姆教育目标分类框架对其进行详细界定。本文同时指出选取典型语言使用任务作为测试内容符合现代语言测试发展趋势,并提出"任务-能力"设计框架,作为设置高考英语科目测试目标和内容的操作框架,取代传统的"语言知识-技能"框架。

作者韩宝成张允

机构地区北京外国语大学天津商业大学

出处《外语教学与研究》 CSSCI 北大核心 2015年第3期426-436,共11页 Foreign Language Teaching and Research

基金教育部人文社科重点研究基地北京外国语大学中国外语教育研究中心2012年重大课题"高考英语考试改革研究:考试方案设计及效度论证"(DHA070148) 张允主持的天津市哲学社科研究规划项目"天津市高考英语考试内容效度历时研究(2004-2013)"(TJWW13-037)的部分成果

关键词教育测量语言测试高考英语测试目标测试内容

分类号 G633.41 [文化科学—教育学]

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