共查询到20条相似文献,搜索用时 203 毫秒
1.
《基础教育改革动态》2004,(13):15-16
为了促进学校心理健康教育工作向经常化、制度化、科学化、人性化、规范化、现代化方向发展,特制定评估考核指标。评估工作可以由市教育局邀请专家进行或在综合素质教育考核中一同实施,各市区应组织自查。考核评估坚持理论与实践相结合、过程 相似文献
2.
试论对班主任工作的考核评估 总被引:1,自引:0,他引:1
曾乾炳 《成都教育学院学报》2002,16(4):77-79
对班主任工作的考核评估是学校管理体系中极为重要的部分。客观、公正的考核评估,作用十分明显。而要做到考核评估客观公正,必须做到力求评估内容的全面性、指标的合理性、手段的科学性。同时,不管是对班主任工作进行自评还是他评的方式,都应遵循指引性原则、独立性原则、可比性原则和操作性原则。 相似文献
3.
建立了导师评估体系和评估模型,设计并实现了导师信息管理系统。通过抽样评估导师信息管理系统采集到的数据,得出结果并进行了分析。该导师信息管理系统具有简洁实用的特点,该评估模型是客观、有效的,促进了学科的发展和导师素质的提高。 相似文献
4.
5.
黄华 《山西大学师范学院学报》2006,5(3):155-156
本科教学工作水平评估是教育部对本科高校实施监督和宏观调控的一种重要手段.评估既是教育主管部门对学校的考核鉴定,也是学校建设发展的良好机遇.当前高校本科教学评估工作存在学校和评估工作本身的各种问题,迫切需要加以研究,以求问题解决的对策. 相似文献
6.
7.
《信阳师范学院学报(哲学社会科学版)》2021,(1):60-64
依法治校是实现教育现代化的重要内容。依法治校的评价标准是依法治教要求的直接体现。当前对依法治校的考核评估文本中存在重视对学校内部管理的评估,缺乏对政府在学校法治建设中作用的评估;重视基于外显的静态结果的考核,缺乏对学校管理中内在的法治精神的动态考核;重视制度文本的检查,评估方式方法单一;重视教育领域中学校、教师、学生等主体之间法律关系的评估,缺乏对其他法律关系主体的监测评估等问题。因此,要加强依法治校的评价,从文本要求上必须以系统视角为指导,建立包括政府依法行政评估在内的系统性学校依法治校评估体系;强化学校法治评估指标中的动态监控,在过程中培养法治精神;加强依法治校评估研究,综合利用多种评估方法;把其他法律关系主体如社区、政府等纳入学校法治评估中,打造良好的学校法治教育环境。 相似文献
8.
对校内专业进行全面评估,有助于对学校专业发展状况进行准确判断,并为学校内部质量监控提供管理平台和考核依据。通过考察专业运行的一般过程,得出由人才培养目标、教学资源满足度、学生学习性投入、教学管理、人才培养质量5项一级指标和15项二级指标构成的校内专业评估指标体系。将具有权威性的评估结论嵌入到学校治理体系中,有助于专业评估制度发挥持续性影响。 相似文献
9.
10.
11.
本科生导师制的实施及导师工作的考核评价 总被引:8,自引:0,他引:8
潘雅静 《泉州师范学院学报》2006,24(1):153-157
实施本科生导师制是高等教育的一个新趋势,也是高校教学体制改革的一项新尝试。开展导师工作的考核与评价,是完善本科生导师制的内在要求,是实现本科生导师制工作目标的手段。本科生导师制导师工作的考核与评价,必须以激发热情为主导,以完善导学为目的,以制度管理为保障,以多元评价为手段。 相似文献
12.
Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture. 相似文献
13.
《学习科学杂志》2013,22(2):167-207
This article reviews the 10-year history of tutor development based on the advanced computer tutoring theory (J. R. Anderson, 1983, 1993). We developed production system models in ACT of how students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction of these tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usually, but not always, showed significant achievement gains. Best case evaluations showed that students could achieve at least the same level of proficiency as conventional instruction in one third of the time. Empirical studies showed that students were learning skills in production-rule units and that the best tutorial interaction style was one in which the tutor provides immediate feedback, consisting of short and directed error messages. The tutors appear to work better if they present themselves to students as nonhuman tools to assist learning rather than as emulations of human tutors. Students working with these tutors display transfer to other environments to the degree that they can map the tutor environment into the test environment. These experiences have coalesced into a new system for developing and deploying tutors. This system involves selecting a problem-solving interface, constructing a curriculum under the guidance of a domain expert, designing a cognitive model for solving problems in that environment, building instruction around the productions in that model, and deploying the tutor in the classroom. New tutors are being built in this system to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting. 相似文献
14.
张忠海 《深圳信息职业技术学院学报》2010,8(3):50-53
本文探讨了高职院校导师制在实施过程中出现的问题及其对策,本文认为,厘清导师的职责,建立健全一个合法、合理、公正的考评体系并重视对导师的培训是提高导师制实效的几个关键因素。 相似文献
15.
关于研究生导师评价的几点思考 总被引:1,自引:0,他引:1
对研究生导师的评价是当前我国高等教育中一个非常重要但又十分困难的课题。针对目前导师评价中存在的问题,认为评价的内容应以学生的发展为中心,即评价的出发点和归宿点都应该是学生;评价的形式可以尝试开放式述职评审,既可以增加评价的透明度又可以促使导师自我约束、互相学习;评价的结果应该公开,并尝试建立导师综合声誉榜,以激励导师不断自我完善,提高研究生培养质量。 相似文献
16.
传统的研究生导师侧重于指导学生的科研方向,而本科生导师则侧重于解决学生如何学习、如何对专业产生兴趣等问题。各大高校在历史前进的步伐中积极探索并尝试导师制,力图将人才培养模式推向一个新的台阶。然而现实却不尽如人意,普遍出现导师工作内容界定不清晰、师生匹配不对应、部分导师缺乏责任心和学生态度不够积极主动等问题。 相似文献
17.
林鹏 《集美大学学报(教育科学版》2008,9(2):13-16
导师制引入本科生管理是高等教育发展的需要。学生导师有一定的角色定位与角色要求,学生导师与辅导员、班主任、研究生导师、一般教师角色定位有所不同。学生导师应定位在指导为主、服务和管理为辅,为了履行其角色定位,导师要有建立在爱心之上的责任感,依托于专业背景的合理知识结构,品德性格方面的人格魅力。 相似文献
18.
19.
Michael Ievers Ken Wylie Colette Gray Bernadette Ní Áingléis Brian Cummins 《欧洲师范教育杂志》2013,36(2):183-199
There has been much international debate on the role of the university tutor in the supervision of student teachers during school-based work. This study focuses upon the Irish context, where there has been little research. It involves a comparative study of the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. Data collection methods comprised questionnaires to university tutors, class teachers and students (n = 150), focus groups and one-to-one interviews. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration. Importantly, this study concludes that it is the university tutor who should have the lead role in collaborative models of school-based work partnership, with significant consultation and input from the class teacher and consultation with the student in the evaluation process. 相似文献
20.
硕士研究生导师质量评价体系构建的核心因素分析 总被引:2,自引:0,他引:2
随着研究生教育的不断发展,研究生导师队伍的质量要求越来越高,建构一套科学合理的导师质量评价体系的呼吁也愈来愈高。本文着重分析构建导师评价体系的几个核心因素,以便进一步确定导师质量评价指标。 相似文献