新课标下的初中英语教学多元评价体系建构

The Construction of a Multiple Evaluation for Junior High School English Teaching under the New Curriculum Standards

摘要: 在《义务教育英语课程标准(2022年版)》的指导下，初中英语教学的评价体系正在经历由“结果导向”向“过程导向”、由“单一性”向“多元化”的转变。当前教学评价中普遍存在评价主体单一、评价内容片面、评价方式局限等问题，难以全面反映学生的学习状态与语言能力发展。基于多元智能理论、建构主义理论及人本主义学习理论，本文探讨了构建符合新课标要求的初中英语教学多元评价体系的可行措施。研究认为，教学评价应从单一的教师评转向学生自评与同伴互评，注重评价内容的多维度、评价方法的多样化及评价环境的人本化。多元评价体系的建立不仅有助于全面呈现学生的语言能力、学习策略与情感态度，还能增强学生的学习自主性与反思能力，是实现英语学科核心素养培养的重要途径。

Abstract: Guided by English Curriculum Standards for Compulsory Education (2022), junior high school English evaluation in China is shifting from a result-oriented to a process-oriented model, and from uniformity to diversity. However, current practices remain constrained by a single evaluation subject, limited content, and narrow evaluation methods, which fail to capture students’ overall learning progress and language development. Drawing on Multiple Intelligence Theory, Constructivism, and Humanistic Theory, this study explores practical approaches to building a multiple evaluation aligned with the new curriculum standards. It argues that evaluation should move beyond teacher-centered evaluation to include student self-evaluation and peer evaluation, emphasizing multidimensional content, varied methods, and a human-centered environment. A well-designed multiple evaluation can provide a more holistic picture of students’ language competence, learning strategies, and affective engagement, while fostering students’ learning autonomy and the ability to reflect. Ultimately, it serves as an essential pathway for cultivating students’ core competencies in English.