课程论文在《普通生态学》教学中的实践与探索

《普通生态学》是生物类和环境类等专业的一门重要的专业基础课,具有理论性强、涉及多学科知识交叉等特点。为了激发学生的学习兴趣和主动学习的积极性,我们将课程论文评价纳入生态学理论教学成绩评价体系。文章主要在课程论文内容选择、题目拟定和批改机制等方面做了一些实践探索,实践结果表明,将课程论文写作纳入高校生态学理论教学成绩评价体系,对于提高学生专业理论课程学习的兴趣,促进其主动学习专业知识具有一定的积极意义。     

Non-govermental organisations self-evaluation: Issue of concern in Nigeria

Non-Governmental organizations (NGOs) promote alternative development strategies to those provided by the government. The economic recession being witnessed in developing countries like Nigeria and the poor performance of many government development programmes have made NGOs more relevant than ever. NGOs play an increasingly important role in rural development in particular and societal development in general, for which extension education is one of their policy instruments.

This paper addresses the issue of self-evaluation among non-governmental organizations (NGOs). The impact of NGOs' interventions shows that there is change in living standards, income generation access to infrastructures and also change in literacy levels. This may have either a positive or negative effect upon the lives of the beneficiaries.

In general, self-evaluation is seen to be a non-priority area for three reasons: there is little performance pressure on NGOs, the perspectives available for evaluation do not match the context in which NGOs function and the existing methodologies for evaluation are not appropriate for the evaluation process to become institutionalized within the NGOs. The paper discusses each of these in turn and proposes action to be taken by the NGOs and by those with whom they work, especially the poor donor agencies, etc.. The recommendation, if adopted, should encourage NGOs to engage in more systematic evaluation of their own programmes and, thus, improve their impact and efficiency.     

高校思想政治理论课教学效果评价调查报告

围绕高校思想政治理论课教学的总体印象和评价、评价标准和方法、学生对思想政治理论课教学活动的参与程度,以及当前思想政治理论课教学中存在的问题、改进意见和建议等情况进行调查报告。调查比较全面真实地反映当前高校思想政治理论课教学效果的情况,对当前开展高校思想政治理论教育教学工作提供了全面、直接的依据和参考借鉴。     

Variation in the conduct and the quality of self‐evaluations: a multi‐level path analysis

While self‐evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self‐evaluations can be explained. This study looks at to what extent the results of self‐evaluation are determined by the way in which self‐evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which schools enjoy. One thousand seven hundred and eighty‐six school principals and team members from 96 schools (primary and secondary) were surveyed by means of a written questionnaire. The data collected were then analysed using multi‐level structural equation modelling. The results provide strong empirical evidence that “attitude with regard to self‐evaluation”, “self‐evaluation as a policy action” and “self‐evaluation as an act of research” are powerful predictors of the quality of self‐evaluations.     

高等院校以“评”促“创”人才培养模式探索

当前大学生素质测评存在问题,主要表现为过度侧重考试成绩、过多注重共性引导、重成果轻过程、测评指标体系匹配性差等方面．高等院校应建立以创新为核心的综合测评体系的有效途径,应注重学生知识结构、创新意识、团队精神、社会实践等,建立一套多维综合、面向市场、且具动态导向作用的综合测评体系．同时以其为导向和动力,转变教育方式、营造创新环境,探索一套以“评”促“创”的创新性人才培养模式．     

Implementing Example-Based Learning and Teaching in the Context of Vocational School Education in Business Administration

Starting from problems of knowledge application in the context of vocational school training in business administration, an instructional approach based on worked-out examples was developed. The effectiveness of additional instructional measures (e.g. an elaboration training) was investigated experimentally. Together with teachers, the approach was adapted to conditions of regular book-keeping lessons at vocational school; then it was implemented and evaluated in practice. The positive results of the first evaluation study in which applicable knowledge was fostered were replicated in additional evaluation studies in which some aspects of the approach were optimised. The main results of the evaluation studies underline the effectiveness of example-based learning and teaching. Furthermore they show that this approach can be transferred successfully to vocational school lessons. In the general discussion, recommendations for further improving and successfully implementing example-based lessons are given. This revised version was published online in July 2006 with corrections to the Cover Date.     

农用地产能核算成果在基本农田布局中的应用研究

目前我国耕地资源保护和国家粮食安全保障已经上升为重大战略问题,粮食安全的重点正由产量安全向能力安全逐步转化.本文通过将农用地产能作为评价因素选入基本农田适宜程度评价指标体系,继而研究产能核算成果在基本农田空间布局中的作用.实证显示,港闸区农用地产能由北向南逐渐递减,与基本农田适宜程度布局大体一致,说明产能核算成果对于优化基本农田空间配置、保障粮食安全具有较强的现实意义.     

Using peer assessment to evaluate teamwork from a multidisciplinary perspective

This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive.     

General Education in University-Level Professional Studies

This paper is a summary of the Second Interim Report (September 1984) of the work of the Industrie-University Foundation, Brussels, Belgium, on one of the projects within the ‘Industry-University Action Research and Evaluation Programme’?. This project is described as an evaluation of and proposals for corrective action concerning assumed deficiencies in the general education of professionally trained persons which hamper their ability to serve effectively at more senior levels of managerial responsibility.     

A FRAMEWORK FOR EVALUATING COMMUNITY COLLEGE COUNSELING PROGRAMS AND FUNCTIONS: SHOWING CONTRIBUTIONS THROUGH STUDENT SUCCESS

This article describes a framework for the comprehensive evaluation of counseling programs and functions within the community college, using Astin's student success conceptualization. Some evaluative results using this framework are included. With such a framework, counselors can clearly show their contributions to the community college and the students they serve. The topic of counselors as sources of pertinent information about campus students in general is also discussed.     

全科免费师范生从教信念调查--以重庆师范大学为例

通过访谈和问卷,对重庆师范大学552位农村定向小学全科免费师范生从教信念进行调查分析发现:全科生报考动机主要受免费师范教育政策影响;他们的从教信念总体水平一般,其对农村教师的社会价值评价高于自我价值评价,农村从教和终身从教意愿显著低于一般从教意愿;其从教信念在年级、生源地、家庭收入等因素上有显著性差异;职业价值观与从教意愿之间,从教信念与信念行为之间都存在显著性正相关;从教信念形成过程主要受学校环境、见习实习、自身性格及父母观念等因素影响。应通过完善全科免费教育政策、调整培养方法和内容来增强农村全科免费师范生的从教信念。     

Teacher Perspectives on the Evaluation of Teachers

Views on the evaluation of teachers were investigated in a sample of Barbadian primary and secondary school teachers. Their perceptions of existing evaluation were compared with their stance on literature recommendations for teacher evaluation. Questionnaire responses revealed strong support for teacher evaluation in principle, and for general recommendations in the literature on the conduct of teacher evaluation. However, there was equally strong dissatisfaction with the existing system of teacher evaluation, which was perceived to be aimed primarily at fulfilling administrative requirements, with insufficient emphasis on promoting improved teacher performance. Strategies in use did not appear to be designed to facilitate communication between evaluator and evaluated. There were significant differences between primary and secondary school teachers on most of the issues investigated.     

美国教师专业化标准认证对外语教师教育的启示

美国教师专业化标准认证是教师评价自身的重要步骤。权威部门对教师在知识和技能等方面做出的总体评价为教师树立了发展的目标。外语教师教育可以借鉴这种做法,通过在专业知识、教学技能和沟通能力等方面树立评价标准,为教师找到更加合适的专业发展目标。     

Toward a general model of instructional communication

A general model of instructional communication is advanced and the linkages of four components in the model are tested. Data were drawn from college teachers and college students through a split‐class design which permitted collection of unique data from teachers and two sets of their students. Using by‐class analyses of data it was determined that teacher self‐reported temperament is significantly correlated with students' perceptions of the teachers' communication behaviors and the students' evaluation of teachers' source credibility and task attractiveness. All of these measures were also found to predict learning outcomes and teacher evaluations of another group of students. The results support the general model and provide a foundation for future research in instructional communication.     

A Study on Teachers’ Occupational Belief in Local Universities and Colleges: Based on the Survey of a College in Xiamen

Abstract:

In higher education institutions (HEI), teachers’ occupational belief is an important factor to promote teachers’ development and maintain their occupational stability, so the research of teachers’ occupational belief has become more and more significant. This study took the teachers in a local college as samples. The following four aspects were analyzed: living conditions, occupational reputation, role expectation, and development expectation. According to the results of the survey, there are some new findings. For living conditions, the salary satisfaction of teacher is low and many of them show the tendency to resign. For occupational reputation, the overall evaluation of their reputation is at a general level. For role expectation, these teachers face different difficulties and also suffer the pressure in various aspects, especially in school requirements and their own demands. For development expectation, their satisfaction with promotion opportunities and working environment conditions is also low. Male and female teachers show noticeable discrepancy on public evaluation of teachers’ occupational reputation. Teachers with different discipline background and teaching ages have obviously different attitudes on public evaluation and individual evaluation of teachers’ occupational reputation. Teachers with different education background vary with each other on the issue of working pressure.     

Authenticating a model for sustainable professional development in an international context

Sustaining gains that result from international aid projects is a matter of contemporary concern. This paper outlines a model for sustainable professional development, drawn from the authors' experiences in managing a six-year professional development project for teachers' college lecturers in Papua New Guinea. The model involves five stages which have implications for individuals, their institutional contexts, and the interactions between them. Research designed to authenticate the model is reported. The data support the general features of the model and suggest that, with some elaboration, the model has potential application in the design, implementation and evaluation of similar projects in many fields.     

浅谈教育评估及迎评方略

教育评估已成为高校教学工作的一项常规工作，如何通过评估达到以评促建、以评促改、以评促管。如何做到从容应对评估并取得圆满效果已引起各高校的普遍关注。就教育评估的意义、教育评估的内容、教育评估的模式、教育评估的程序及迎评方略谈谈自已粗浅的看法以与同仁共酌。     

发展性教学评价在小学信息技术教学中的应用探讨

发展性教学评价是一项系统工作,需要具备必须组织实施、评价的标准和指标以及评价结果的呈现、评价的分析及反馈方式等方面的问题,实施的关键是要求教师用发展的眼光看待每一个学生,核心是重视过程的总评价。本文具体来探讨小学信息技术发展性教学评价实施的一般程序。     

初中学生学习品质及其影响机制的实证研究——基于2019年浙江省初中教育质量监测的数据分析

浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。     

National Evaluation of Bologna Implementation in Finland: Procedures and outcomes

Finland has performed, as one of the first Bologna countries, a national evaluation of the outcomes of the implementation of the Bologna process. The evaluation was organized by the Finnish Higher Education Evaluation Council and performed by an independent expert group during 2010. In general, the reform was conceived as a significant development project which was carried out in a well-organized manner in a relatively short period of time. A closer look at the details show, however, that many of the objectives of the reform were not achieved. This article describes the background and procedures of the evaluation and discusses the main results and conclusions for Finnish higher education policy. The reception, success and implications of the evaluation will also be discussed.