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Construction and Evaluation of PBL College English Teaching Test Model Based on "Product Oriented" (POA)

Yue HL

Abstract


"Production-oriented Approach" (POA) is a foreign language teaching theory with Chinese characteristics proposed by Professor Wen Qiufang on the basis of "output-driven hypothesis" and "output-driven-input hypothesis". For the three major parts: First, Teaching theories based on learning center theory, learning-use integration theory and whole-person education theory; Second, the teaching hypothesis based on output-driven hypothesis, input-promoted hypothesis, and selective learning hypothesis; Second, the teaching process based on driving, facilitating and evaluating. Among them, the teaching process is divided into three levels: driving, facilitating and evaluating. The evaluation of teaching under the perspective of “output-oriented” is not only satisfied with the evaluation of teaching achievements and learning performance, but also needs to play the role of output driving and input promotion. Through the evaluation of the "reaction force", to promote the formation and development of students' comprehensive English language ability. At the same time, the teaching evaluation from the perspective of "output orientation" also plays a role in promoting the teaching reform. Based on this, this paper studies and discusses the construction of PBL college English teaching test model and its implications for college English teaching from the perspective of "output orientation" with "two forms, three dimensions and four modules" as the basic model.

Keywords


output orientation; PBL; College English; test

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DOI: http://dx.doi.org/10.18686/ahe.v0i0.1305

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