Assessment Approaches To “Ethical And Cultural Education” In Integrated English For Foreign Language Majors

The essential attribute of foreign language majors lies in their humanistic nature.The fundamental goal of cultivating professional students’ humanistic spirit and implementing “Ethical and Cultural Education” has a common value orientation and ultimate goal.As one of the core courses for foreign language majors,Integrated English needs to be based on the humanities and accurately and deeply excavate the“Ethical and Cultural Education” contained in the teaching content.To test the degree,depth,and validity of the integration of “Ethical and Cultural Education” in Integrated English for foreign language majors in colleges and universities,the assessment approaches play a role that cannot be underestimated.The assessment approaches of “Ethical and Cultural Education” can not only test whether the fundamental mission of Li De Shu Ren(nurturing and guiding moral education talents,building and motivating moral education people)is implemented in the course and effectively prevent the formalization and hollowness of “Ethical and Cultural Education” teaching,but it is also a test for foreign language majors to improve their ideology and politics.Theoretical literacy is a powerful way to strengthen the ideological,theoretical,and emotional identification of socialism with Chinese characteristics and to practice the core values of socialism.From the perspective of foreign language “Ethical and Cultural Education” perspective,this thesis explores the new research scope and vision of assessment approaches to the “Ethical and Cultural Education” in Integrated English for foreign language majors in colleges and universities.This thesis is guided by the Ethical and Cultural Education’ Work Quality Improvement Project Implementation Outline issued by the Ministry of Education and takes Integrated English for foreign language majors as the research object,taking the Production-Oriented Approaches as the basis and approaches of the combination of formative assessment and summative assessment as the method.The author takes the objectives of “Ethical and Cultural Education”,the integration point of “Ethical and Cultural Education”,the form of “Ethical and Cultural Education”,the comparison of teaching evaluation before and after integrating “Ethical and Cultural Education” elements to explore the feasible assessment approaches of Integrated English.The multi-dimensional self-evaluation and peers-evaluation can be constructed at the same time.The thesis found that the assessment approaches of“Ethical and Cultural Education” help to build a diversified teaching system,which includes attendance(self-control,learning attitude,self-management),preparing before class(autonomy and initiative,self-regulation,independently explore,objectively analyze,responsiveness,critical and dialectical thinking),answer question(creativity,improvisational thinking,verbal expression,participate actively,mind cultivation,build close relationships),panel discussion(expressiveness and enthusiasm,cooperation,competition and teamwork awareness),study notes(honesty,practicality,diligence),homework(responsible,down-to-earth,honesty and trustworthiness,reflection),ppt or video production(integrate,assess,comprehensive quality,fluency in public expression),thematic writing(independent and logical thinking,mindful of the motherland,concerned about social hot spots and national events),oral communication(conversational strategy and attitude),assesses the learning effects of students and cultivates professional talents that meet the needs of social and economic development.