標(biāo)題: Titlebook: CEFR-informed Learning, Teaching and Assessment; A Practical Guide Noriko Nagai,Gregory C. Birch,Maria Gabriela Schmi Textbook 2020 Springe [打印本頁] 作者: 掩飾 時(shí)間: 2025-3-21 16:12
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書目名稱CEFR-informed Learning, Teaching and Assessment讀者反饋學(xué)科排名
作者: 細(xì)微的差異 時(shí)間: 2025-3-21 22:39
https://doi.org/10.1007/978-3-642-99298-8iculum and course design and then demonstrates how to utilize them for these two purposes. Section?. sets out the role of the CEFR in designing curriculum and courses. Then, Sect.?. introduces relevant parts of the CEFR for curriculum design—the holistic view of Common Reference Levels in Sect.?. an作者: 專橫 時(shí)間: 2025-3-22 00:23
Nahrung und Ern?hrung des Menschenhapter’s focus on designing, implementing and revising CEFR-informed assessments is explained. Next key concepts in educational assessment are summarized to provide the necessary conceptual background for the following sections. This is followed by brief reviews of CEFR-informed assessment types. Fo作者: 緯線 時(shí)間: 2025-3-22 06:29
Nahrung und Ern?hrung des Menschene .) and illustrates how the European Language Portfolio (ELP; COE .) can promote learner autonomy (LA). After reviewing CEFR-related LA literature (Sect.?.), the guiding principles and functions of the ELP are first introduced in Sect.?..作者: 尖 時(shí)間: 2025-3-22 10:31
Zubereitung der Nahrungsmittel,ting the topics addressed in this book—course design, assessment, and autonomous learning—within institutions and classrooms, respectively. After reexamining the action-oriented approach and view of learners as social agents, the role of tasks to connect the classroom to real-world contexts of langu作者: Graves’-disease 時(shí)間: 2025-3-22 14:25
https://doi.org/10.1007/978-3-642-99298-8language learning as a lifelong enterprise where learners are responsible for their learning. In formal educational contexts, teachers act as key agents, facilitating or hampering learners’ autonomy, so teachers need didactic competences and skills to flexibly optimize learners’ self-directed learni作者: Graves’-disease 時(shí)間: 2025-3-22 17:16 作者: –scent 時(shí)間: 2025-3-22 23:17 作者: 經(jīng)典 時(shí)間: 2025-3-23 01:50 作者: Instantaneous 時(shí)間: 2025-3-23 06:31 作者: 矛盾 時(shí)間: 2025-3-23 13:27
978-981-15-5893-1Springer Nature Singapore Pte Ltd. 2020作者: Instrumental 時(shí)間: 2025-3-23 15:13 作者: 供過于求 時(shí)間: 2025-3-23 19:17
Nahrung und Ern?hrung des Menschene .) and illustrates how the European Language Portfolio (ELP; COE .) can promote learner autonomy (LA). After reviewing CEFR-related LA literature (Sect.?.), the guiding principles and functions of the ELP are first introduced in Sect.?..作者: 領(lǐng)導(dǎo)權(quán) 時(shí)間: 2025-3-24 00:28 作者: 懸崖 時(shí)間: 2025-3-24 02:57
https://doi.org/10.1007/978-3-642-99298-8e levels and illustrative descriptor scales. It explains key concepts behind each descriptor and how to modify them to fit local needs in a principled way. Section?. provides exercises for designing courses, and Sect.?. offers case studies which demonstrate various ways to implement ‘Can Do’ descriptors in local contexts.作者: 粗鄙的人 時(shí)間: 2025-3-24 09:39
Curriculum and Course Design,e levels and illustrative descriptor scales. It explains key concepts behind each descriptor and how to modify them to fit local needs in a principled way. Section?. provides exercises for designing courses, and Sect.?. offers case studies which demonstrate various ways to implement ‘Can Do’ descriptors in local contexts.作者: AROMA 時(shí)間: 2025-3-24 11:02
Textbook 2020001) and the CEFR Companion Volume (CEFR/ CV; COE 2018), which have increasingly been used to inform the language policies and teaching practices of countries within and outside of Europe. It helps practitioners to (i) grasp essential and core concepts of the Common European Framework of Reference, 作者: Manifest 時(shí)間: 2025-3-24 16:37
2366-7672 encountered when using CEFR and the CEFR CV..The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university l978-981-15-5893-1978-981-15-5894-8Series ISSN 2366-7672 Series E-ISSN 2366-7680 作者: Antimicrobial 時(shí)間: 2025-3-24 21:51
https://doi.org/10.1007/978-3-642-99298-8ll as its use outside of Europe and the flexibility stakeholders exercised when adapting the CEFR to local conditions and needs. The chapter will conclude with a summary of available practical resources which have been organized thematically. In subsequent chapters, more detailed information will be作者: 搜集 時(shí)間: 2025-3-25 00:41 作者: Enrage 時(shí)間: 2025-3-25 06:51 作者: stress-response 時(shí)間: 2025-3-25 11:27
https://doi.org/10.1007/978-3-642-99298-8introduces two tools, the European Profile for Student Teachers of Languages (EPOSTL) and the European Profiling Grid (EPG), which were designed to assist pre- and in-service teachers develop reflective practices. Section?. analyzes those tools and discusses how they can be utilized to develop teach作者: Gratulate 時(shí)間: 2025-3-25 11:52
Textbook 2020ramework and its application, this manual helps readers deal with many of the difficulties encountered when using CEFR and the CEFR CV..The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university l作者: infelicitous 時(shí)間: 2025-3-25 17:04 作者: Ige326 時(shí)間: 2025-3-25 20:29 作者: panorama 時(shí)間: 2025-3-26 02:24 作者: MAG 時(shí)間: 2025-3-26 06:29 作者: gimmick 時(shí)間: 2025-3-26 10:35
The CEFR and Practical Resources,European Language Portfolio (ELP) (COE .) through key resources, literature, and implementation guidelines related to these documents. In Sects.?1.1 and . readers are provided with an overview of the CEFR and the ELP, including key aspects that serve as their foundation. These include CEFR’s descrip作者: facetious 時(shí)間: 2025-3-26 16:16
Curriculum and Course Design,iculum and course design and then demonstrates how to utilize them for these two purposes. Section?. sets out the role of the CEFR in designing curriculum and courses. Then, Sect.?. introduces relevant parts of the CEFR for curriculum design—the holistic view of Common Reference Levels in Sect.?. an作者: 不可磨滅 時(shí)間: 2025-3-26 17:47 作者: 預(yù)感 時(shí)間: 2025-3-27 00:05
Learner Autonomy and the European Language Portfolio,e .) and illustrates how the European Language Portfolio (ELP; COE .) can promote learner autonomy (LA). After reviewing CEFR-related LA literature (Sect.?.), the guiding principles and functions of the ELP are first introduced in Sect.?..作者: 百科全書 時(shí)間: 2025-3-27 02:36
Integrating Learning, Teaching, and Assessment,ting the topics addressed in this book—course design, assessment, and autonomous learning—within institutions and classrooms, respectively. After reexamining the action-oriented approach and view of learners as social agents, the role of tasks to connect the classroom to real-world contexts of langu作者: 天真 時(shí)間: 2025-3-27 07:31
Teacher Autonomy,language learning as a lifelong enterprise where learners are responsible for their learning. In formal educational contexts, teachers act as key agents, facilitating or hampering learners’ autonomy, so teachers need didactic competences and skills to flexibly optimize learners’ self-directed learni作者: Introvert 時(shí)間: 2025-3-27 12:50
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9樓作者: agonist 時(shí)間: 2025-3-27 20:11
9樓作者: Instrumental 時(shí)間: 2025-3-28 00:47
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