以学生为中心理念下大学英语过程性评价与学生深度学习实践研究

A Practical Study on Process Evaluation and Students’ Deep Learning in College English under the SC Concept

摘要: 针对传统大学英语评价结构性偏差导致学生浅层学习的问题，研究基于SC“新三中心”理念，设计并实施了以促进深度学习为导向的过程性评价改革方案。以《大学英语(2)》186名学生为对象进行一学期实践。结果显示，人均课堂发言次数增长一倍，深层发言比例升至52.3%；线上学习时长增长116.7%；期中平均分提高6.3分，低分组成绩提升14.3%；84.3%的学生表示满意。研究表明，SC理念指导下的过程性评价能有效促进学生深度学习。

Abstract: Traditional evaluation systems for college English have structural flaws, which lead students to engage in surface learning. Based on the SC “New Three-Centers” concept, this study designed and implemented a procedural evaluation reform scheme oriented toward promoting deep learning. A one-semester practice was conducted among 186 students taking College English (II). The results show that the average number of in-class presentations per student doubled, with the proportion of in-depth discussions rising to 52.3%. Online learning time increased by 116.7%. The average score of the mid-term exam went up by 6.3 points, and the score of low-performing students improved by 14.3%. Meanwhile, 84.3% of the students expressed satisfaction. This research proves that procedural evaluation guided by the SC concept can effectively facilitate students’ deep learning.