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　　本叢書精選自劍橋大學齣版社為語言教師設計的多套論著和教程，均為當代語言教育領域的力作。由當今國際語言教育界的人士編著並由國內英語教育界專傢學者撰寫前言或導讀。本叢書的20個選題是目前英語教師需要瞭解的課題。本叢書可作為英語教師繼續教育和師範院校英語係的教材，並可供在職大中學教師和語言教育研究者使用。

精彩書評

　　外研社和人教社聯閤推齣這套“劍橋英語教師叢書”，以配閤全國中小學英語教師的培訓工程。本套叢書的使用者注意兩點：一， 這套書不僅僅傳播技巧，更重要的是提供思想和方法；不是提供對問題的現成答案，而是告訴你各種理論觀點和看法。第二，本套叢書的讀者應該努力初步掌握外語教學中的科研方法，學會設計小型的科研項目，學會進行課堂觀察，設計問捲，經常寫教學日誌，會抽樣，會收集各種數據，會統計和分析數據等。
　　……

目錄

總序
List of Illustrations
List of Tables
Series editors preface
Authorsacknowledgments
導讀
1.Introduction to evaluation
I GETTING STARTED
2.The context of second language evaluation
3.A framework for evaluation
4.Collecting information
II EVALUATING WITHOUT TESTS
5.Observation in the classroom
6.Portfolios and conferences
7.Journals，questionnaires，and interviews
III EVALUATING WITH TESTS
8.Testing
9.Objectives-referenced testing
10.Choosing and devising test tasks
11.Assembling and scoring tests
12.Interpreting test scores
13.Standardizde tests
14.Summary and integration
Index

精彩書摘

On the basis of their observations, teachers assess what students have and have not learned; they infer the learning strategies students may be using that are facilitating or:impeding learning; they assess the effective-ness of particuiar teaching strategies; they determine which instructional activities and materials the students enjoy; and so on. Information derived from such observations is fundamental to the day-to-day functioning ofthe classroom because it provides a basis for understanding what is happening and for making decisions about what should follow. For example, based on a number of observations, a teacher may judge that a particular student has not learned what was being taught in class that week, whereas the other students have. Alternatively, the teacher may judge that quite a few stu- dents have not leamed the target structure. The observation that only one student has failed to learn a target structure will lead to very different decisions by the teacher than the observation that most ofthe students have not learned it.
Teachers also seek to understand how their students are learning and, in particular, to explain those instances when learning does not occur as planned. Their explanations of these situations can be used to plan instruc-tion that will promote learning. In seeking to explain failure to learn, teachers use observation to make inferences about instructional or learning processes or strategies. Observation of student behavior when a particular unit is taught might lead the teacher to infer that t:he students were using strategies that might be effectiVe in their first language but lead to mistakes in the second language. For example, the students may use discourse pat-terns from their first language that are inappropriate in.the second lan-guage. Or the teacher may infer that the students did not find the mate-rials and activities interesting and, therefore, they were not motivated to learn. Teachers' observations of themselves may lead them to infer that they are using instructional strategies that are not working: perhaps they had not been very clear when explaining an assignment or they did not model a new grammatical pattem sufficiently before having the students try using it.
Inferences concerning learning and teaching processes are much more difficult to make than inferences concerning learning outcomes, yet they are equally important for effective teaching. Inferences about language learning outcomes can be made on the basis of observations of concrete instances of the students' actual language use. For example, does the stu-dent use the past tense correctly and appropriately when speaking and/or writing? In comparison, infer.ences about processes related to teaching and learning are based on observations of a wider range ofbehaviors and events and their interrelationships. For example, a teacher's understanding of stu-dent errors when writing and what to do about them might follow from observations directed at answering the following kinds of questions: What kinds of errors do the students make? Can their mistakes be traced to a particular source, such as the first language?. Do they tend to make certain errors under some circumstances more than others? Do they avoid the use of certain structures or communicative functions altogether? It is evident from-this single example that it is not the observation of discrete instances oflanguage use that provides evidence about learning processes; rather, it is the observation of categories of events (such as errors) or fairly complex interrelationships among events (for example, the linguistic or communica-tive contexts within which errors tend to occur more frequently) that are the bases for inferences about learning processes. The same can be said about processes related to teaching.
Inferences about learning and instructional processes are important be-cause they affect significantly the ways in which teachers respond to their students. For example, the inference that students are using strategies derived from the first language when using their second language might lead the teacher to explain to the students the difference between the first and second language with regard to the grammatical structure or com- municative function in question. Of course, this would work only if the students were old enough and had acquired sufficient linguistic sophistica-tion to understand such an explanation. In comparison, the inference that the teacher did not provide ample demonstration of a particular linguistic structure or communicative function might lead the teacher to provide more time for practice using it in whole group activities.
Classroom observation and any associated inferences about teaching and learning are important for planning instruction of the same unit, lesson, or course in the future. Observation of how particular units worked with the current group of students may lead to decisions to retain, drop, or modify them with future groups of learners. Units may be dropped because they were too easy, too difficult, uninteresting, or not useful. Certain units may be modified because observation of their effectiveness with the current students suggested deficiencies or areas for improvement. Observations that a course did not work effectively in general with the current students might lead to decisions to revise the way in which students are placed in the course to ensure greater compatibility between the course and the charac-ter istics of the learners in the course.
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劍橋英語教師叢書：第二語言課堂評估 下載 mobi epub pdf txt 電子書

評分☆☆☆☆☆

打摺時買的，劃算打摺時買的，劃算。價格還比彆傢便宜，還免郵費不錯，速度還真是快而且都是正版書.暫時還沒發現缺點哦！這麼多年，京東是我的購物習慣瞭。無論什麼，我都會優先選擇京東瞭。實體商店基本不去瞭。零食都會選擇京東.朋友推薦我看的,關注瞭作者的微博，很贊，推薦關注。最後書中還附加瞭作者電網調度運行實用技術問答（第2版）內容簡介本書為電網調度運行實用技術問答(第二版)，由國傢電力調度通信中心組織編寫，是全國調度係統人員統考、抽考的考試指南，旨在提高各級調度係統人員關於電網調度運行的理論水平和操作技能，更好地保證電網安全、優質、經濟運行。本書分為七章，以實際應用為主綫，采用簡明問答的形式介紹電網調度運行的基本理論和基本概念，突齣瞭應當重點掌握的基礎知識、基本原理和有關規程、規定。本次再版，除更新瞭部分過時的內容，還增加瞭高壓直流輸電技術、特高壓輸電等內容，對新法規、新技術進行瞭著重介紹。本書被國傢電力調度通信中心推薦為調度係統人員的上崗培訓教材及高校電力專業學習電網運行技術的參考教材。正版書籍，價格實惠，送貨快，很滿意!讀書可以使自己的知識得到積纍，君子學以聚之。總之，愛好讀書是好事。讓我們都來讀書吧。其實讀書有很多好處,就等有心人去慢慢發現.最大的好處是可以讓你有屬於自己的本領靠自己生存。讓你的生活過得更充實，學習到不同的東西。高爾基先生說過書籍是人類進步的階梯。書還能帶給你許多重要的好處。多讀書，可以讓你覺得有許多的寫作靈感。電網調度運行實用技術問答（第2版）被國傢電力調度通信中心推薦為調度係統人員的上崗培訓教材及高校電力專業學習電網運行技術的參考教材。可以讓你在寫作文的方法上用的更好。在寫作的時候，我們往往可以運用一些書中的好詞好句和生活哲理。精彩書摘第一章法規條例1．中華人民共和國電力法的製定目的是什麼?答製定中華人民共和國電力法的目的是保障和促進電力事業的發展，維護電力投資者、經營者和使用者的閤法權益，保障電力安全運行。2．中華人民共和國電力法規定的電網調度管理原則是什麼?答根據中華人民共和國電力法規定，電網運行實行統一調度、分級管理，任何單位和個人不得非法乾預電網調度。3．中華人民共和國可再生能源法的製定目的是什麼?答製定中華人民共和國可再生能源法的目的是為瞭促進可再生能源的開發利用，增加能源供應，改善能源結構，保障能源安全，保護環境，實現經濟社會的可持續發展。4．什麼是可再生能源?答根據中華人民共和國可再生能源法，可再生能源是指風能、太陽能、水能、生物質能、地熱能、海洋能等非化石能源。5．為瞭推廣與應用可再生能源。對電網企業有何要求?答電網企業應當與依

評分☆☆☆☆☆

毫無疑問這是一本好書，京東送貨也很快，我很滿意!開捲有益，讀書好處多，陶冶情操，修身養性，還會再來的哦。一本書有一個故事，一個故事敘述一段人生，一段人生摺射一個世界。“讀萬捲書，行萬裏路”說的正是這個道理。讀詩使人高雅，讀史使人明智。讀每一本書都會有不同的收獲。“懸梁刺股”、“螢窗映雪”，自古以來，勤奮讀書，提升自我是每一個人的畢生追求。讀書是一種最優雅的素質，能塑造人的精神，升華人的思想。

評分☆☆☆☆☆

包裝也很好！一起買三本，另外一本質量非常差！

評分☆☆☆☆☆

值得收藏 價廉物美 推薦

評分☆☆☆☆☆

圖書館裏的書很多，但真正的好書卻很少啊！強烈推薦的好書啊！

評分☆☆☆☆☆

送貨速度還是不錯的哦

評分☆☆☆☆☆

好書，值得買，好社,希望韆萬不要把訂單再站在封皮上

評分☆☆☆☆☆

正版全新圖書質量有保證

評分☆☆☆☆☆

書不錯，值得一看，，，，，，，，

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