An evaluation Model of College English Teaching Comprehension Ability from the Perspective of Cross Culture

Abstract

Due to the poor systematicness and serious homogenization of the existing evaluation models, the personalization and differentiation of the cross-cultural level are not obvious, which further affects the accuracy of the output results of the evaluation model. To solve this problem, this paper proposes a cross-cultural perspective of college English teaching comprehension ability evaluation model. From the six dimensions of knowledge and skills, teaching design, resource development, teaching implementation, teaching evaluation, reflection and development, this paper selects evaluation indicators, designs clustering algorithm, and outputs the clustering results of evaluation indicators. The analytic hierarchy process (AHP) is used to assign weights to the clustering results, and an evaluation model of English teaching comprehension ability is constructed. The experimental results show that the model has certain advantages in accuracy and recall rate, F1 value is 6.15 and 9.33 higher than the existing model, which shows that the model has good evaluation accuracy and improves the evaluation results.