职业核心能力培养探索

职业核心能力是适用于各种职业、伴随终身的可持续发展的关键能力、基础能力。在知识经济社会,职业核心能力的培养具有重要的现实意义,是世界职业教育和人力资源开发的发展趋势,是我国能力建设的重要内涵和职业教育改革的必然归宿。劳动和社会保障部组织开发职业核心能力培训认证体系,开展职业核心能力培训测评的探索,具有十分重要的意义。     

Exploring variations in teachers' work,lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study

This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.     

A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach

This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.     

EVALUATING AN INTERDISCIPLINARY TEAM TRAINING INSTITUTE IN GERIATRICS: IMPLICATIONS FOR TEACHING TEAMWORK THEORY AND PRACTICE

Changes occurring in both health care and higher education systems in the U.S. suggest the need for the development of innovative model programs for interdisciplinary team training. This article reports on the development and evaluation of one such program: an interdisciplinary team training institute in geriatrics and primary care sponsored by the Rhode Island Geriatric Education Center in 1999. Key principles underlying the design of program content are summarized. Evaluation data analyzed include information on attendees' backgrounds and teamwork experience, and an assessment of the most important and least important insights gained from participation. Specific ratings for each session include relevance and knowledge attainment. Major observations and recommendations include the combination of theory and practice, a focus on current and cutting edge issues, the importance of educational marketing research, and implications for program evaluation.     

基于SW Simulation的电动方程式赛车车架轻量化设计与优化

以首届全国新能源汽车关键技术技能大赛——汽车装调工(新能源汽车轻量化技术)赛事为背景,在人机工程学的基础上,利用Solid Works软件设计出一款电动方程式赛车车架.通过将该车架简化为壳单元的研究模式,在Simulation中建立其有限元分析模型;接着对该车架进行静力学分析,总结其结构中可轻量化改进之处,从而有针对性的优化,以求降低车架的自重;然后将优化后的车架再进行弯曲、扭转、紧急制动和转弯等多种典型工况下的计算及模态分析,保证车架安全、可靠,防止共振破坏.     

The impact of computer-mediated and traditional academic task presentation on the performance and behaviour of children with ADHD

This project aimed to examine whether the use of computers could have a positive impact on the performance of academic tasks and their behaviour whilst completing them of children with ADHD. This small exploratory study therefore investigated the impact of the use of a laptop computer, with and without stimulating animations and features incorporated into task presentation, on Key Stage 2 level science tasks. The effects of these different forms of computer presentation were examined in relation to performance on more traditionally presented, pen and paper, tasks. The results of this study revealed that, in contrast to typically developing children, participants with ADHD produced the greatest number of accurate responses on the more basic computerised tasks (presented as simple Microsoft Word documents) and exhibited significantly more on-task activity on animated computerised tasks. In summary, computerised presentation significantly improved the accuracy of responses and the on-task focus of participants with ADHD. These early findings are encouraging and may have wide reaching practical implications in terms of the design and implementation of educational software aimed at promoting improvements for children with ADHD in terms of both their academic performance and, critically, appropriate on-task focus and behaviour in the classroom.     

An NCME Instructional Module on Booklet Designs in Large-Scale Assessments of Student Achievement: Theory and Practice

In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an appropriate booklet design is a complex and challenging endeavor that has far-reaching implications for data calibration and score reporting. This module describes the construction of booklet designs as the task of allocating items to booklets under context-specific constraints. Several types of experimental designs are presented that can be used as booklet designs. The theoretical properties and construction principles for each type of design are discussed and illustrated with examples. Finally, the evaluation of booklet designs is described and future directions for researching, teaching, and reporting on booklet designs for large-scale assessments of student achievement are identified.     

加强高职学生解决问题能力培训的研究

本文论述了加强高职学生解决问题能力培训的意义,介绍了培训的基本内容、基本途径和七种培训教学的方法。     

机器人技术应用竞赛的技术规程与硬件设计

机器人技术应用竞赛是2011年全国职业院校技能大赛的竞赛项目。文章介绍了该赛事的技术规程和机器人的总体设计思路,详细说明了机器人主控制板和驱动电路的设计原理。机器人实际参赛运行表明,所设计的机器人运行稳定可靠,为竞赛优异成绩的获得奠定了坚实的基础。     

Student-Directed Assessment of Knowledge Building Using Electronic Portfolios

Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and “scaffold” collaborative inquiry using Knowledge Forum?. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments.     

A case-study of the predictive validity and reliability of Key Stage 2 test results,and teacher assessments,as baseline data for target-setting and value-added at Key Stage 3

This case-study investigates the predictive validity and reliability of Key Stage 2 test results, and teacher assessments, for target-setting and value-added assumptions at Key Stage 3. (In England Key Stage 2 tests are taken in the core subjects of English, Mathematics and Science at the age of 11. Key Stage 3 tests are taken in the same subjects at the age of 14. Teacher assessments are also completed for these subjects at both key stages.) The study employed the type of linear regression analysis recommended in several government reports, to correlate Key Stage 2 test results, and teacher assessments, in core subjects, with Key Stage 3 test results, and teacher assessments, in both core and non-core subjects. Following government recommendations that the use of any other form of testing - such as the National Foundation for Educational Research (NFER) Cognitive Abilities Test (CAT) - was now no longer necessary to provide baseline data for value-added calculations, or to set targets, correlations were also investigated between results on the CAT, and test results and teacher assessments at Key Stage 3, for both core and non-core subjects, to see whether this recommendation was well founded. The results of the case-study suggest that Key Stage 2 data, both in the form of test results and teacher assessments, have little or no predictive validity, or reliability, for test results or teacher assessments at Key Stage 3. Indeed, the predictive validity for non-core subjects at Key Stage 3 was so low as to be negligible. However, the CAT average score correlated more highly with both teacher assessments and test results at Key Stage 3 in core subjects, although this relationship was not reflected in non-core subjects. These findings suggest that the predictive validity and reliability of Key Stage 2 data is seriously open to question as baseline data for either value-added, or target-setting procedures, at Key Stage 3. It should be pointed out, however, that these findings are provisional, since they are based on data from two intake years, but preliminary analysis of data from a further three intake years appears to indicate that the concerns identified are well founded.     

Results from a First-Year Evaluation of Academic Impacts of an After-School Program for At-Risk Students

This article presents the research findings of an evaluation of the academic impacts of 21st Century Learning Centers (CCLC) in Louisiana. Using quasi-experimental design, the article operationalizes academic achievement as core and subject test performance on nationally standardized pre- and posttests (Iowa Test of Basic Skills; ITBS). Based on previous research and evaluation requirements, the article (a) employs outcomes of interest to policymakers (standardized test scores); (b) uses program attendance as a key independent variable; (c) uses efficient methods to control for extraneous impact on the dependent variable; and (d) focuses the evaluation on a specific group of student—at-risk children in Louisiana. Findings indicate that the 21st CCLC program is having a positive academic impact on participants who attend the program for 30 days or more. Further, impacts are shared across specific grantee programs, specific subjects, and subgroupings of students. Finally, the study finds that intensity of attendance is positively related to academic impact.     

成人高等函授教育教学模式改革创新的思考

模块式教学法突出学生在教学中的主体地位,在教学过程中始终把学生放在“中心位置”,充分体现了“以人为本”的教学理念。立足于成人高等函授教育的目的和学员特点,引入模块式教学法,对促进成人高等函授教育,提高教学质量具有重要的作用和意义。文章就成人高等函授教育教学模块设计的原则和教学模块的构成及运行等进行了探讨。     

COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.     

高职“说课”的课程及教学设计基础

高职教育的说课是新一轮人才培养工作评估中自上而下的要求,说课应依据基本的课程设计原理和教学设计原理来进行,并成为持久的教研活动。     

Generalization of the Child Observation Record: a validity study for diverse samples of urban,low-income preschool children

The present investigation addressed the construct validity of the Child Observation Record (COR) with low-income urban preschool children. From two separate samples representing low-income preschool children, COR ratings were analyzed using multivariate techniques. Independent analyses from these two urban sites yielded a three-dimensional structure: Cognitive Skills, Social Engagement, and Coordinated Movement. Further analyses cross-validated this structure for males and females and across ethnic groups. Concurrent assessments provided convergent and discriminant validity for the Social Engagement dimension and convergent validity for Cognitive Skills dimension. Analyses of item distributions of the 5-point developmental sequences represented by the 30 COR items were used to examine the assumption that all the distributions were continuous unimodal distributions. Findings did not universally support this assumption revealing some irregular distributions with troughs in the mid-range of continua. Implications of the findings for early childhood assessment of vulnerable children and future research were discussed.     

Pupils' perceptions of foreign language learning in the primary school – findings from the Key Stage 2 Language Learning Pathfinder evaluation

This article presents findings on pupil attitudes towards learning foreign languages in Key Stage 2 (ages 7–11) in primary schools in England. As a consequence of the National Languages Strategy, the University of Warwick was commissioned by the then Department for Education and Skills to undertake an evaluation between 2003 and 2005 of 19 Pathfinder local authorities which were piloting language learning at Key Stage 2. As part of this investigation of developing primary language practice, a total of 319 pupils in 41 case study schools were interviewed. Findings indicate that, despite the majority of children interviewed being positive about their initial language learning experience, as time went on the need for differentiation and challenge emerged. Furthermore, a number of pupils would have welcomed feedback about their own progress. These are all aspects of early language learning which continue to merit attention, as shown by more recent studies such as by C. Cable and colleagues.     

Evaluations of educational reform programmes in developing countries: whose life is it anyway?

This article exposes some of the inconsistencies in the use of much research, monitoring and evaluation which is used as a major input into donor-supported educational reform programmes. It argues that notwithstanding the increased emphasis on participation and local ownership, the different valuing and validity of different types of knowledge colour the extent to which any evaluation or research design is going to meet different stakeholders' interests. After critiquing two case studies of educational evaluation, it concludes with some basic principles of evaluation design that should better accommodate the variety of evaluation needs from the local level up to the central ministry.     

Development of an Early Hebrew Oral Reading Fluency Measure

Currently, there are no Hebrew (L2) reading assessments that have been tested to obtain evidence for reliability and validity on which to base decisions about Hebrew instruction. The authors developed a Hebrew benchmark assessment tool for first grade students modeled after Dynamic Indicators of Basic Early Literacy Skills, a standardized test of accuracy and fluency used to identify at-risk students and to monitor student progress. Results of pilot data collection (N=53) provide evidence for strong alternate form reliability for this measure, as well as evidence for content, face and criterion-related validity. Future directions for research and development are discussed.     

“1+X”证书制度建设对技术技能人才评价的挑战——世界技能大赛试题的启发

《国家职业教育改革实施方案》启动职业院校和应用型本科的"1+X"证书制度试点工作,这是我国证书制度建设的一次重要探索,对职业教育人才培养质量保证具有重要的影响,其成功实施的基础是高质量的技能考试。世界技能大赛是全球最具影响力的技能考试。分析发现,"世赛"试题具有采用反映典型工作任务的竞赛题目、真实性评价考试模式、分析性量规,以及主、客观评分相补充的评分标准等特点。这启发我们,在"1+X"技能考试的设计中,应全面理解当代社会"技能"的涵义,采用真实性评价设计策略,关注行动能力,并借鉴能力测评理论开发高质量情境性考试题目。