实施发展性学生评价的一点思考

学生评价改革是基础教育课程改革的重要组成部分,建立发展性学生评价体系是新一轮课程改革的重心和突破口．发展性学生评价是在教育性学生评价与选拔性学生评价整合的基础上形成的更加科学合理的学生评价模式,正确把握发展性学生评价,并积极运用于教学实践,对促进学生全面主动发展和新课程下的教育教学改革具有重要的现实意义．     

构建教育性的评价过程—试论研究性学习的学生评价问题

研究性学习课程评价应追求教育性。学生评价是课程评价的基点。目前研究性学习评价的教育性主要通过寻求富有教育性的评价结果来实现,而忽视了评价本身所具有的教育意义。设计一个不仅能得出教育性评价结果,而且能使评价活动本身对学生具有最大限度的教育意义的评价程序是十分必要的。     

理论教学与科研相结合培养学生的实践能力

大学生的能力培养不仅要通过实践环节,而且要贯穿于大学教育的全过程,体现于各门课程的教学和各个环节中。本通过典型实例的分析,更加体现了理论教学在科研中的作用。这样增强了学生科研及创新意识,培养学生解决实际问题的能力。     

Research Productivity and Student Evaluation of Teaching in Social Science Classes: A Research Note

Research on the relationship between research productivity and student evaluations of teaching (SETs) has been marked by several shortcomings. First, research typically fails to check and adjust for nonlinear distributions in research productivity. Since approximately 15% of researchers account for most articles and citations (e.g., Zuckerman, H., Handbook of Sociology, Sage Publications, Newbury Park, CA, pp. 511–574, 1988), this failure might explain weak or nonsignificant findings in some of the past research. Second, the unit of analysis is typically the instructor, not the class. Since top researchers might disproportionately teach small classes at the graduate level, and that SETs are usually higher in such classes, the small relationships between research excellence and SETS found in previous research may be spurious. The present study corrects for each of these issues. It analyzes data from 167 classes in the social sciences and on 65 faculty. The quality of research productivity (raw citations/post-PhD year) is not related to SETs. However, when the distribution of citations is corrected for skewness, a significant positive relationship between research productivity and SETs emerges. This relationship survives controls for course and instructor characteristics, and holds for both the faculty member and the class as units of analysis. This is the first systematic investigation to demonstrate a significant relationship between the quality of research (citations) and SETs.     

'Inclusion is more than a place': exploring pupil views and voice in Belfast schools through visual narrative

The research reported in this article by David Ryan, an adviser for special educational needs and inclusion in Belfast, was based on a participatory approach in which young people in a number of schools were encouraged to develop their ideas about inclusion. The project set out to explore any differences in perceptions between pupils with special educational needs and those without. The young people were equipped with cameras and were encouraged to generate 'visual narratives' expressing their views about the 'reasonable adjustments' that mainstream schools might make in order to become more inclusive. David Ryan concludes that education must be personalised so that schools take account of the perspectives of individual pupils in their endeavours to become more inclusive. He also notes that young people appear to have strongly-held views about some of the sensory aspects of the school environment.     

Enabling pupil participation in a study of perceptions of disengagement: methodological matters

Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils.     

依托学生党支部开展社会调研的可行性研究——基于对北京5所高校的调查

高校学生党支部作为党在高校中的基层组织,在引领带动大学生群体中起着不可代替的作用。依托学生党支部开展社会调研活动,是践行学习型政党建设理念在基层的具体体现,有助于实现高校党建工作整体发展与学生党员党性个体提升的双重效果。     

Working for change in higher education: the possibilities for collaborative research

This paper explores the potential for conducting collaborative and critical research in higher education which problematises the role and practices of the academy in maintaining exclusion. It begins with a brief discussion of UK government discourse on widening participation, and contrasts this with the research literature which indicates the persistence of exclusionary practices in higher education, particularly in relation to social class. It then utilises a retrospective account of a small‐scale participatory research study undertaken between 1996 and 2003 with a group of adult students from working class and minority ethnic backgrounds, to explore the possibilities for research which seeks the collaboration of those who, in other traditions, are constituted as research ‘objects’. The paper discusses some of the lessons from the research process and explores the challenges for academics conducting research within the academy – challenges arising from their social positioning and their location in the academic field, but also from the ‘scholarly gaze’ which they ‘cast upon the social world’. The paper advocates research which shifts the focus from deficit discourses around students, turns a critical and reflexive gaze towards academia and academics, and directs its efforts towards challenging existing power structures within higher education.     

理工科大学生人文素质教育评价体系研究

对人文素质的内涵和理工科大学生人文素质的现状作了简单分析,认为理工科大学应加强人文素质教育;其评价问题,可以通过构建一套包含六个系统的相对客观的指标体系来解决。     

与马克思一道超越马克思——早期西方马克思主义理论与实践的几个问题

早期西方马克思主义通过对马克思主义的重新解读,不但批判了当时的庸俗马克思主义,而且恢复了辩证法在马克思主义的应有地位;不但重新彰显了马克思主义关于人类解放的价值诉求,而且对社会主义的政治实践作出了极具启发性的探索.早期西方马克思主义的理论探索和实践努力对我们今天丰富和发展马克思主义具有积极的现实意义.     

初中阶段聋生与普通学生自我意识的比较研究

本文采用问卷调查法,对初中阶段聋生和普通学生的自我意识特点进行了比较研究。结果表明:两类学生的自我意识水平存在显著性差异,前者明显低于后者,但其中焦虑程度后者高于前者;聋生的自我意识水平性别差异不显著,普通学生的自我意识水平存在显著性别差异;聋生和普通学生的自我意识水平均存在显著的年级差异。     

高校辅导员与学生和谐关系构建方法研究

文章从生态学的视角入手,认为和谐的师生关系是维系高校各项功能得以正常运转的基础,辅导员作为高校教师中的特殊群体,其在构建和谐友好的高校师生关系方面的作用举足轻重。文章分析了导致当前高校辅导员和学生关系异化的时代背景,认为过于疏远或者亲近是两者关系异化的典型表现,并分别从辅导员自身、学生及外界环境三个层面探讨了构建双方和谐关系的可行性方法与举措。     

高职学生核心能力要素及评价体系构建研究

培养高素质技能型人才是高等职业教育的根本任务。要注重研究高职学生核心能力内涵,分解高职学生核心能力要素,设计高职院校学生核心能力评价指标体系,以建立高职学生核心能力综合评价模型。     

高职院校学生质量评价体系探究

学生质量是高职教育质量的重要体现,对高职教育质量的研究与评价不能够代替对学生质量的研究与评价,不能将学生质量简单纳入到教育质量中去理解。高职院校应当依据高等职业教育目标与职业发展对人才的需求,构建科学、全面、客观、公正的能力主导型学生质量评价体系。     

Learning from James: Lessons about Policy and Practice for Schools' Special Provision in the Area of Literacy Difficulties

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article, she argues that successive Governments in England, Wales and Northern Ireland have adopted policies in relation to special educational provision that are essentially technicist in character. These policies proceed from assumptions that are made about the clear and unproblematic nature of the issues and the responses that need to be made. In this model, difficulties in learning can be 'fixed' by selecting the most appropriate 'tool' in the most efficient and cost-effective way. The current focus on competency-based teacher education can be seen as a corollary of this approach.
Drawing upon a personal account of the experience of having difficulties in literacy acquisition, this article presents a contrary view. Janice Wearmouth argues that the area of special educational needs in schools, including literacy difficulties, is fraught with uncertainty and conflicting viewpoints. Given this complex situation, the technicist responses of recent Governments in the UK seem inappropriate and inadequate, Janice Wearmouth suggests. She proposes that practice in relation to special educational needs in general, and literacy difficulties in particular, can be most effectively understood from the perspective of a reflective practitioner. Her article closes with a call for practitioner professional development to be reconceptualised in these terms.     

广州市高职院校大学生接触网络状况的调查研究

网络作为一种新兴媒体进入大学校园后,对大学生的学习、生活产生巨大影响。通过问卷调查,初步掌握了广州市高职院校大学生接触网络的情况,并加以分析研究,最后提出相应的对策。     

大学生党员评价体系的研究

为了开展对大学生党员的评价,加强对大学生党员的教育和管理,提高大学生党建管理工作的能力和水平,自拟问卷调查表进行现场问卷调查,用特尔斐法（Delphi method）和数理统计方法构建高校学生党员评价指标及其标准,其由“政治思想、文化学习和行为表现”三大模块共16个评价指标组成,经统计学检验其总信度（Internal Consistency Reliability）的Cronbach’s α系数等于0．7340,用其对高校大学生党员进行评价,结果说明该评价指标及其标准的可信度较高、操作性强、实用性较好。     

单亲大学生心理健康问题与对策

高校的单亲大学生由于受其生活经历的影响,在心理健康方面,有问题发生率高、成因复杂的特点,是心理障碍的高发人群。因此了解、掌握这部分学生的心态,帮助他们适应单亲家庭的事实,平衡他们的心理,防止单亲大学生心理、行为不良倾向的发生,已成为高校学生工作者工作中越来越重要的一部分。     

教师评价研究述评--兼论我国高校教师评价研究的迫切性

通过梳理教师评价研究的历史脉络,并对教师评价研究的总体状况进行评析,认为:教师评价研究的对象主要是中小学教师,由此也导致教师评价研究的内容多局限于教师教学水平评价,忽略了高校教师评价的特殊性;我国高校教师评价研究已经远远落后于现实要求,迫切需要从理论与实践两个层面进行拓展。