Study on College English Teaching Evaluation in a Classroom

DOI

10.2991/assehr.k.191217.147How to use a DOI?

Keywords

college English teachers, teaching evaluation, evaluation subject, evaluation content, teaching effectiveness

Abstract

56 teachers in college A were selected as the research objects, and 112 class cases of this group were studied from two aspects of evaluation subject and evaluation content by the methods of classroom observation and interview. The results show that: firstly, teachers are still the main body of classroom evaluation and teachers are the only evaluators in most classes. Secondly, the content of classroom evaluation is mainly focused on language skills and language knowledge, while the evaluation of intercultural communication awareness and competence, as well as the application ability of English learning strategy, is seriously ignored. Thirdly, main reasons for the above results are the backwardness of teachers’ own educational concept and the insufficiency of teaching ability.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zijing Jia
PY  - 2020
DA  - 2020/02/14
TI  - Study on College English Teaching Evaluation in a Classroom
BT  - Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019)
PB  - Atlantis Press
SP  - 361
EP  - 364
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.147
DO  - 10.2991/assehr.k.191217.147
ID  - Jia2020
ER  -