| The Vocational Education Law of the People’s Republic of China points out that vocational education which is regarded as an essential part of national higher education aims to train higher technical talents.Although China attaches great importance to promoting vocational education.Generally speaking,the higher vocational education is still a weak point in education,especially the training of the English competence of the higher vocational students.Higher Vocational Education English Teaching Basic Requirements issued by the Ministry of Education shows that the higher vocational English teaching should cultivate the basic ability of students to use English in their work,thus to improve their comprehensive cultural literacy and their awareness of cross-cultural communication,which lays basic foundations on their professional competitiveness and sustainable development for the future.However,we have to face the fact that students possess inabilities both in autonomous learning and English study.Their English competence is not satisfactory.Therefore,in order to highly promote the reform of higher vocational public English teaching and achieve the goal of higher vocational public English teaching,the author believe that it is necessary to apply multi-evaluation,which can stimulate students’ interests and autonomous learning ability in English learning.Based on the theory of constructivism and multiple intelligence,this study uses questionnaires,English test and multi-evaluation tools as research instruments,to conduct a one-year teaching experiment on 59 students from two classes in Grade 2017,who major in stomotology in a vocational college in Hebei Province.During experiment process,class one was engaged in the multi-evaluation for English teaching while the other,class two as the control class,was involved in traditional evaluation method.This research mainly discusses the following questions:(1)What is the current situation of English teaching evaluation in higher vocational colleges?(2)What is the difference of students’ English scores and English autonomous learning ability between the two classes after implementing different evaluation methods?(3)What are the effects of multi-evaluation on students’ English learning?According to the statistical analysis of data,results show that the multi-evaluation can improve students’English in vocational colleges.By analyzing students’English scores before this experiment,it shows that experimental class students’ English grade(m=55.80)and the control class students’ English grade is almost the same(m=56.24)with no obvious difference(p=0.896>0.05).After a year of multi-evaluation experiment,the results show that students’ English scores(m=68.10)in experimental class are significantly higher than that(m=61.34)in control class with obvious difference(p=0.013<0.05)in two classes.It shows that multi-evaluation can improve those students’ English scores.In addition,the English autonomous learning ability of experimental class students was significantly improved(the mean of the post-experiment is 109.13,more than that of the pre-experiment is 81.27),and there is a significant difference(p=0.001<0.05).What’s more,the results in all four sub-dimensions were greatly improved and all had significant differences.In the English teaching process in higher vocational colleges,implementation of multi-evaluation helps to cultivate students’ English autonomous learning ability.Based on the above research conclusion,according to the four dimensions of English autonomous learning ability in higher vocational education,this paper puts forward some suggestions from three aspects:colleges,teachers and students.Higher vocational colleges should construct a reasonable multi-evaluation system based on the present situation and problems in English teaching evaluation.Teachers in higher vocational colleges carry out the multi-evaluation in many aspects of English teaching evaluation,including evaluation objective,evaluation subject,evaluation method,evaluation content,so as to cultivate and promote the English autonomous learning ability of vocational students.Students must build up self-confidence in learning and proactively participate in teaching evaluation,in monitoring and reflecting their English learning process,so as to improve their English autonomous learning ability. |
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