数智化背景下高校外语类听说课程多模态评价机制构建——以“同声传译”课程为例-现代社会科学研究-CSCIED科技核心评价数据库-手机版

数智化背景下高校外语类听说课程多模态评价机制构建——以“同声传译”课程为例

Construction of a multimodal evaluation mechanism for college foreign language listening and speaking courses in the context of digital intelligence——A case study of the Simultaneous Interpreting course

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DOI	10.12208/j.ssr.20260101
刊名	现代社会科学研究 Modern Social Science Research
年，卷(期)	2026, 6(3)
作者	张静, 朱德红,
作者单位	枣庄学院外国语学院山东枣庄
摘要	在全球化与数智化深度融合的背景下，高校外语听说类课程的传统评价体系面临维度单一、过程性缺失、反馈滞后等结构性困境，难以全面捕捉学生的语言能力、认知策略及跨文化素养。本研究以多模态学习理论与交际语言能力模型为框架，融合人工智能、大数据等数智技术，构建“数智化多模态评价机制”。该机制涵盖多维评价内容，通过多主体协同评价模式，实现过程性数据采集与即时反馈，可为外语听说课程评价改革提供创新范式，并为推广至其他课程提出技术适配与师资培训路径。
Abstract	Against the background of globalization and digital intelligence, traditional assessment of college foreign language listening and speaking courses is limited by its single dimension, insufficient process evaluation and delayed feedback. Based on multimodal learning theory and communicative language ability model, this study constructs a digital intelligence-enabled multimodal evaluation system with the support of artificial intelligence and big data. The system adopts multi-dimensional and multi-agent collaborative assessment to realize process data collection and real-time feedback. It provides an innovative paradigm for the assessment reform of foreign language courses and offers feasible paths for wider application.
关键词	数智化；多模态评价；听说课程；人机协同
KeyWord	Digital intelligence; Multimodal evaluation; Listening and speaking courses; Human-machine coordination
基金项目
页码	116-121

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引用本文

张静, 朱德红. 数智化背景下高校外语类听说课程多模态评价机制构建——以“同声传译”课程为例 [J]. 现代社会科学研究. 2026; 6; (3). 116 - 121.

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