Chinese and Foreign English Teachers Collaboratively Grade Final Exams to Enhance Tiered Instruction Practices
近日，在学期末的关键时刻，特莱恩工学院英语课程组的中外教师齐聚教师备课室，全身心地投入到集体阅卷工作中，现场既忙碌又秩序井然。
Recently, as the semester approached its culmination, the Chinese and foreign teachers of the English course team gathered together in the faculty room at Trine Engineering Institute and dedicated themselves to the collective task of grading final exams, creating a scene that was both hectic and well-organized.
本次集体阅卷活动具有深远的意义。一方面，它是对本学期学生英语学习成效的一次精确“诊断”。通过认真审阅每一份试卷，教师们能清晰了解学生在词汇、语法、阅读、写作等各个板块的掌握情况，从而明确学生的知识强项与薄弱环节。另一方面，它为中外教师之间提供了一个交流教学经验、碰撞教育思想的宝贵平台。整个批阅过程并非简单地打分了事，而是一场深度的教学研讨。教师们针对学生的答题表现，仔细分析、深入探讨，力求从每一份试卷中洞察学生的知识掌握程度与能力短板，为后续的教学改进提供精准依据。
This collective grading activity is of great significance. Firstly, it serves as a precise 'diagnosis' of the effectiveness of students' English learning throughout the semester. By carefully reviewing each paper, teachers can gain a clear understanding of students' mastery of vocabulary, grammar, reading, writing, and other areas, thereby identifying their strengths and weaknesses. Moreover, it offers a valuable platform for Chinese and foreign teachers to exchange teaching experiences and educational ideas. The entire process is not merely a marking exercise but an in-depth teaching seminar. Teachers meticulously analyze and discuss students' performances, striving to gain insights into their knowledge and shortcomings from each paper, to provide a precise basis for subsequent teaching improvements.
2024年以来，特莱恩工学院积极推进英语课程改革。为了更精准地满足学生多样化的学习需求，学院采取了创新的分层教学策略。依据学生的英语水平测试成绩和学习需求，将学生分为不同层级。对于英语基础较为薄弱的学生，课程重点在于巩固语言基础，加强听说读写等基本技能的训练；而对于英语水平较高的学生，课程则着重于提升学术英语能力，包括引入专业领域的英文文献阅读和学术报告的撰写等内容，为后续美方课程的学习打下坚实基础。为了激发学生学习内驱力，对分层班级学生实行动态管理制度。根据期中测试成绩、教师评价及学生个人意愿，进行班级调整。英语课程组定期进行教学法研讨，交流分级教学中的问题及解决方案，本学期共进行教学法研讨16次。同时，为了确保分级教学模式的持续高效运行，构建了构建“诊断性评价+过程性评价+终结性评价+激励性评价”的动态化多元评价体系，试行课程免修制度，充分发挥评价和测试对英语教学的诊断、导向、激励、决策等多重功能，更好地推动英语课程建设。
Since 2024, Train Engineering College has been actively promoting the reform of English courses. To meet the diverse learning needs of students more accurately , the college has adopted an innovative tiered instruction strategy. Based on students' English proficiency test scores and learning needs, students are divided into different levels. For students with a relatively weak foundation in English, the course focuses on consolidating the language basics and strengthening training in basic skills such as listening, speaking, reading, and writing. For students with a higher level of English proficiency, the course emphasizes the enhancement of academic English skills, including the introduction of reading English literature in specialized fields and the writing of academic reports, laying a solid foundation for the study of subsequent U.S. courses. At the same time, a dynamic management system is implemented to stimulate students' intrinsic motivation for learning. Class adjustments are made based on midterm test scores, teacher evaluations, and students' personal preferences. The English course team regularly conducts pedagogical discussions to exchange issues and solutions encountered in stratified teaching, with a total of 16 pedagogical discussions held this semester. Furthermore, to ensure the sustained and efficient functioning of the differentiated instruction model, a dynamic and diverse evaluation system has been established. This system comprises diagnostic, process, summative, and motivational evaluations. It fully utilizes the multifaceted roles of assessment and testing in diagnosis, guidance, motivation, and decision-making within English teaching, thereby better facilitating the reform of the English curriculum.
(中英文/苏红莲 审核/吴静)
