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为研究多元化评估模式对优化学习策略,促进大学生自主学习的作用,研究选取长沙理工大学2012级非英语专业学生为实验对象,采用非等值控制组前后测实验设计,通过分层随机抽样确定研究样本。通过问卷、访谈、观察的方式,研究实验前后实验组和对照组学生学习策略的变化;通过测量的方式,研究实验后实验组和对照组学生学业成绩的差异。实验证明,多元化评估模式有效地促成和优化了自主学习策略,一定程度上改善了大学英语的教学效果,并提高了学生的学业成绩,但是不能从根本上保证英语学习的持续性。
In order to study the effect of diversified assessment models on optimizing learning strategies and promoting the independent study of undergraduates, this study selected 2012 non-English majors from Changsha University of Science and Technology as experimental subjects, adopted non-equivalent control group before and after test design, and determined by stratified random sampling research sample. Through questionnaires, interviews and observation, the study of the changes of learning strategies in experimental group and control group before and after the experiment; by means of measurement, to study the difference of the students’ academic performance between the experimental group and the control group after the experiment. Experiments show that the diversified evaluation model effectively promotes and optimizes the autonomous learning strategies, improves the teaching effectiveness of college English to a certain extent, and improves students’ academic performance, but can not fundamentally guarantee the continuity of English learning.