Thirdly, the influence of social and cultural factors on the evaluation system of foreign language teaching.
(A) the impact of social and cultural factors on students' learning evaluation
In the section of foreign language teaching evaluation system and current situation analysis, we mentioned that the evaluation of students' learning is mainly divided into formative evaluation and summative evaluation. At present, universities attach great importance to the role of formative assessment in foreign language teaching. Formative evaluation is a process and developmental evaluation in the teaching process, that is, according to the teaching objectives, adopting various evaluation methods and forms, tracking the teaching process, feeding back teaching information, and promoting students' all-round development. Since the whole teaching process is tracked, it is bound to be influenced by various factors, such as material environment, social and cultural factors and spiritual factors. This paper will discuss the influence of social and cultural factors on the evaluation subject, content, means and function of the student learning evaluation system.
1. Evaluation subject.
The evaluation subject of traditional teaching evaluation is basically only teachers, and most of them only rely on students' test scores. According to the power distance between Hall (1966) and hofstede (1980), that is, a social member's attitude towards the unequal distribution of power in various institutions and organizations, that is, his view on the social hierarchy. The culture with high power distance accepts the unequal distribution of power and thinks that the existence of social hierarchy is natural, so the power relationship plays a very important role in daily life, work and communication. In China, which embodies the culture of high power, children should honor their parents, students should respect their teachers, and subordinates should obey their superiors.
China has long regarded teachers as the source of knowledge. Students are used to learning step by step according to the teacher's teaching mode, and natural teachers have become the main body of teaching evaluation. Nowadays, with the further promotion of China's foreign exchange, western culture has also had a great influence on foreign language teaching in China. For example, in America, parents and children are equal and friendly. Children don't depend on their parents, and students can discuss and even argue with teachers. The influence of this low power distance culture makes us foreign language teachers realize that teachers are not omnipotent and correct. Coupled with the change of teaching environment and the use of computer network in colleges and universities, the evaluation subjects in college English teaching are diversified and their participants are more extensive. It is not only the designer, organizer and implementer of evaluation, but also everyone who participates in the evaluation process, including teachers' evaluation of students, students' own evaluation and evaluation among students.
Allowing students to evaluate themselves is actually a process of self-reflection and self-development, which helps them to see clearly their own shortcomings in learning, thus making their learning goals more clear; The evaluation among students can make students see the gap between themselves and their classmates, and better promote cooperative learning among students; Teachers' knowledge construction is comprehensive, and the evaluation of teachers can ensure the directionality and comprehensiveness of evaluation. Secondly, with the change of family model in China, most families are now dominated by nuclear family model, so parents pay more and more attention to their children's learning.
2. Evaluation content.
Because the traditional teaching goal of college English is mainly to impart knowledge, the evaluation content is relatively simple, mainly to examine the knowledge points learned, including the current CET-4 and CET-6, which still stays at the level of examining students' English listening, reading, writing and translation, and does not reflect the investigation of students' cultural literacy. Family is the first school that children enter, and a good family atmosphere plays an important role in the cultivation of children's moral quality, the formation of personality and the play of creativity. In recent years, with the change of social environment and the demand for talents, parents have changed from simply paying attention to their children's English test scores to paying more attention to their children's English learning process (such as learning interest, expression ability and understanding of foreign cultural knowledge). Secondly, the value environment is an invisible environmental factor and a powerful educational force to promote students' learning. First of all, many colleges and universities have abolished the relevant regulations on linking CET-4 and CET-6 with graduation certificates, which has alleviated the pressure on students to learn English, and at the same time gradually changed their attitude towards exam-oriented learning, using CET-4 and CET-6 as a tool for self-study and testing. Both schools and students realize that the main goal of English teaching should be to cultivate college students' comprehensive English application ability, enhance their autonomous learning ability and improve their comprehensive cultural literacy.
Of course, the change of teaching objectives will make the content of teaching evaluation change accordingly. We should not only pay attention to students' academic performance, but also pay attention to all factors that affect students' learning development, including intelligence and emotion (such as learning interest, classroom participation, team spirit, performance ability, etc. ), which embodies the characteristics of diversification. At the same time, considering our students' strangeness to China's social culture and its English expression, we can examine students' basic knowledge of English language, reasonably add some contents related to social culture, especially some contents related to Chinese and foreign cultures, such as English writing related to China's social culture, learn to express cultural vocabulary with China characteristics in English, and write some English argumentative papers about the comparison and contrast between Chinese and foreign cultures. In addition, in addition to written expression, oral expression can also be considered, such as debate, speech, oral examination and so on.
3. Evaluation strategy
Influenced by China's traditional way of thinking, China people have formed a stable psychology and a quiet personality, so they are not used to expressing themselves orally. Therefore, most of our teaching evaluation strategies are written, and even English language courses are mainly written and paper tests. Today, the evaluation content tends to be diversified, so the traditional test is obviously not enough, and a variety of evaluation strategies must be adopted to achieve effective evaluation. As one of the important evaluation methods, testing should be retained. In addition, appropriate evaluation strategies should be adopted according to the teaching environment, students' quality and other specific conditions. For example, with the help of modern information technology, students' autonomous learning, self-evaluation and learning records can be tracked, and the preparation, demonstration and evaluation of students' cooperative projects can also be broadcast live by computer network. At the same time, in order to better promote students' learning, teachers can also learn more about students' learning through online questionnaires or face-to-face interviews and discussions with students.
4. Change of evaluation function
For a long time, college English assessment has focused on the results of learning, mostly reflecting the quality of students' academic performance through the level of their examination results, and encouraging students to learn in this way. However, with the development of social culture and economy, the evaluation subject, evaluation content and evaluation strategy have changed, and the evaluation function will inevitably change. At this stage, colleges and universities have realized the one-sidedness of summative evaluation, and began to pay attention to the tracking of students' learning process, and effectively combined summative evaluation with formative evaluation. The evaluation function embodies the characteristics of taking students' development as the goal. While evaluating students' mastery of basic language knowledge and skills, we also pay attention to the all-round development of students' learning attitude, interest, practical ability, physical and psychological quality. This brand-new college English teaching evaluation function respects life, difference, process and all-round development of students, which is the embodiment of the ecological development of college English teaching advocated at present.
(B) the impact of social and cultural factors on teachers' teaching evaluation
The influence of social and cultural factors on teaching evaluation includes not only the influence on students' learning evaluation, but also the influence on teachers' teaching evaluation. In this part, the article mainly expounds the attitude, teaching effect, teaching content and teaching methods of social and cultural factors to teachers' teaching.
1. Teaching attitude
Teachers' teaching attitude is influenced by social culture to some extent. The factor that affects teachers' teaching attitude is the treatment of teachers. Teachers' sense of professional belonging will be enhanced with the improvement of their professional treatment. As an important indicator to measure a professional social status, professional treatment includes not only political treatment, but also economic treatment. The level of treatment not only reflects the degree of social recognition of the profession, but also reflects the degree of social demand and recognition of the value of the profession, which affects the satisfaction of practitioners with the profession and the realization of their own value, and also directly affects the deep psychological factors such as the sense of belonging to the profession. If individuals have a strong sense of professional belonging, they will consciously abide by professional norms and be loyal to their jobs, otherwise they will ignore professional norms and not assume corresponding responsibilities and obligations.
2. Teaching effect
The influence of social and cultural factors on teachers' teaching effect can not be ignored. Social factors include the relationship between teachers and students, interpersonal relationships between students, teachers' income, social status and so on, and their influences are also varied. Whether the relationship between students and teachers and students is harmonious or not largely determines the quality of teaching. Good teacher-student relationship makes teachers and students feel happy and consciously participate in teaching activities, which is not only conducive to teachers mastering information and adjusting teaching contents and methods, but also conducive to promoting students' initiative and creativity, thus promoting the smooth development of college English teaching.
3. Teaching content
Any teaching activity is based on its teaching content, and the main carrier of teaching content is teaching materials. Our English textbooks focus on grammar and reading at first, then the compatibility of listening, speaking and writing, then the serialization of textbooks, and finally the integration of listening, speaking, reading and writing. Finally, by using modern information technology, our English textbooks have developed from simple paper textbooks to audio, video, CD-ROM and online textbooks, showing a three-dimensional trend. The change of teaching material content also conforms to the needs of social culture and changes of the times. At present, the content of teachers' teaching is not limited to textbooks, but makes full use of the technology and conditions of network multimedia to absorb various materials, such as pictures, audio and network courseware, so that the presentation and acquisition of teaching content can be changed from monotonous text form to various intuitive and vivid forms, so that learning activities can get rid of the single presentation of simple words, fully stimulate students' senses such as eyes, ears and hands, and improve the sensory function of human brain to obtain information. At the same time, the teaching content is increasingly breaking through the limitations of textbooks, reflecting the characteristics of birth activation. For example, when teachers attend classes on Thanksgiving Day, they take this opportunity to show their own videos about Thanksgiving Day to students before teaching the contents of textbooks, so as to guide students to think about and discuss relevant western cultural knowledge, expand students' knowledge and help improve their cultural literacy. In short, the teaching content should not only stay in the teaching of language knowledge, but also take language as the carrier to convey the information of encyclopedic knowledge, so that students can absorb language knowledge unconsciously while absorbing encyclopedic knowledge.
4. Teaching methods
Teachers can use advanced modern information technology to design multi-dimensional and diversified collective activities according to the teaching content, such as audio-visual and speaking lessons. Can we adopt it? Collaboration? The teaching method is that teachers assign learning tasks in advance, and students complete the tasks in the form of role-playing, debate, report and presentation. Finally, teachers' comments, team members' comments and self-evaluation are adopted to improve students' listening and speaking ability and autonomous learning ability. In the process of reading and writing, teachers can adopt theme teaching. First, the teacher will teach, and then let the students express their personal opinions around related topics in groups. Through a variety of teaching methods, students can personally participate in practice, cooperate with each other, experience and feel this auxiliary teaching method, thus actively building their own knowledge structure, which is also conducive to cultivating their unity and cooperation ability and playing a collective role in the exchange and learning process. At the same time, colorful teaching methods are also conducive to promoting communication between students, activating the learning atmosphere in the classroom, and also an important way to make students happy physically and mentally.
Four. conclusion
Today's world is a pluralistic one, and the use of language for cross-cultural communication is the demand of social development. However, the current foreign language teaching evaluation system still focuses on testing students' basic skills such as listening, speaking, reading and writing, which obviously fails to achieve the goal of students' cross-cultural communication. Therefore, teachers should strengthen students' social and cultural input in foreign language teaching, create a good cultural atmosphere for students and deepen their cultural understanding. Teaching evaluation, as an important part of teaching activities, should also inject the examination of students' social and cultural knowledge, so that students and teachers can realize the influence of social and cultural factors on foreign language teaching and foreign language teaching evaluation system, so that everyone can participate in the foreign language teaching evaluation system and realize the importance of teaching evaluation, thus further improving the foreign language teaching evaluation system.
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