Assessment Methods Of English Teaching In Hvte: Intersubjectivity Perspective

Intersubjectivity embodies the idea of interaction, unity and internal relevance among subjectivities. The accession to the World Trade Organization, the rapid development of globalization and the changes in contemporary philosophy justify that the purpose of HVTE (Higher Vocational-technical Education) English teaching is to enhance the student's communicative ability to meet the demand of society, and the necessity of switching to Intersubjective English Teaching Model from both practical and theoretical perspective. Contemporary English curriculum and assessment in China still follow the subject-object model that treats students and curriculum as the objects in English teaching process. This thesis tries to do research on intersubjective HVTE English assessment. The author expounds the connotation of intersubjectivity, points out that the intersubjective nature of HVTE English curriculum and assessment is an evaluation of two-way construction of subjectivities in education, and analyzes the relationships of different subjects in English teaching process from the perspective of intersubjectivity. Moreover, the author puts forwards the principles and the practice of intersubjective English assessment based on the current English teaching status, and conducts a case study of intersubjective HVTE English curriculum and assessment as the negotiated model. This case study shows that teachers, students, curriculum and assessment are all the subjects in the construction of intersubjective assessment system; English learning is a harmonious and dynamic process instead of a pure cognitive activity in which teachers and students realize their self-development and co-create the significance of the life. The author believes that the intersubjective HVTE English curriculum and assessment system is feasible and significant in English teaching and learning.