小学数学学业表现性评价的实施与反思

目前,随着新一轮基础教育课程改革的启动与发展。基础教育课程正从传统的以工具理性为价值取向转向动态的多元化课程评价观,多向度地全面评价学生的发展。对小学数学学业中表现性评价的实施及其策略的研究,可以促进小学数学学业评价的发展。     

Reflection and Learning: Characteristics,obstacles, and implications

Reflection represents an important form of human thought; from ancient to modern times, the human capacity for reflective thinking has held the imagination of various philosophers and educational theorists. Despite this interest, researchers define reflection in different ways. One of the purposes of this article is to explore the activity of reflection by examining characteristics and contextual factors associated with it. For this purpose, various philosophical and theoretical sources are considered including Socrates, Rousseau, and Bruner, among others. Following this, empirical research is examined to determine whether elements associated with reflection are consistently integrated within regular classroom instruction. Next, practical and theoretical obstacles to reflection are proposed. One of these obstacles is an over‐emphasis on the technical interest, a concept described by Jürgen Habermas. Last, some implications are suggested with regard to the use of reflection as a construct for infusing new points of discussion in teacher education and practice.     

教学反思:概念、意义及其途径

反思就是对自己经历过的思想、心理感受及行为的体验和思考。教学反思是指教师在教学过程中通过教学内省、教学体验、教学监控等方式,辩证地否定主体的教学观念、教学经验、教学行为的一种积极的认知加工过程,其目的在于改善教师的教学。教学反思之所以受到重视,是出于对教师工作绩效提高的要求、对教师教育职业化倾向的要求以及教师培训理性化的要求。教学反思的途径主要有录像反思、日记反思、从学习者角度反思、与同事及专家的交流中反思以及通过向学生征询意见反思。     

Assessment of Cooperative Learning: A Goal-Criterion Approach

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.     

反思:教师专业发展的应有之举

教师要适应发展和变革,必须不断提高自身的专业素质。反思被认为是一种促进教师专业发展、提高教师素质的重要途径,对教师的专业成长起着举足轻重的作用。教师的专业成长应以反思实践为基本路径。教师应该提高专业发展意识,探寻反思策略,努力提升有效反思的能力;学校应该建立反思的长效机制,创设反思的文化氛围,积极鼓励教师反思,从而促进教师和学校的持续发展。     

教学反思的概念、价值及其途径

教学反思是教师为了实现有效的教育、教学,对已经发生或正在发生的教育、教学活动以及这些活动背后的理论、假设进行的一种积极的认知加工过程。教学反思具有促进教师专业发展、提高教学质量、推动新课程的顺利实施等价值。教学反思的途径有很多,主要有撰写教学日志、寻求同伴对话、阅读理论文献和征求学生意见等几种。     

Authentic Assessment for Student Learning: An ontological conceptualisation

Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming.     

质疑主流：对中国传统海洋文化的反思

中国传统海洋文化有自己的起源、发展的脉络轨迹，不是中国传统文化的“异己力量”。区域性、民间性是中国传统海洋文化的基调和真切意蕴。本文通过对中国传统海洋文化的反思，力图打破把中国传统海洋文化视为农业文化附庸的现象，以期引起读者的共鸣和反思。     

行动学习法:促进教师反思的有效方法

行动学习法为教师提供了团队学习的机会,小组成员间的建设性争议能促进教师反思的有效进行.教师的反思分为行动前的反思、行动中的反思和行动后的反思(对行动的反思)三类.行动学习法通过对行动前的反思与行动后的反思的推动,促进教师形成教育智慧,推动行动中反思的进行.在行动学习小组中,"对话"促进了反思,团队反思促进了个人反思.     

反思自主学习

自主学习作为一种新的学习方式已经被初步认识,当前研究的重点是如何对教学中出现的现实问题进行及时的、理性的分析与反思,处理好自主学习的过程性问题,自主学习中独立、合作与竞争的关系问题,自主学习与学生差异发展的问题,在此基础上进一步分析需要特别关注的几个方面,以利于学生自主性的充分、协调发展。     

有关Mobile Learning学习环境的反思

目前,对移动学习领域的相关分析和讨论可以说是教育技术领域研究的一个热点。但是,在移动学习的开展过程中,势必会带来些问题与争论。针对移动学习的学习环境方面进行相关的反思和探究,以便更为有效地促进移动学习的开展。     

Service-Learning and Experiential Learning in Criminal Justice Education: An Exploratory Examination of Faculty Perspectives

Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.     

教育叙事研究：英语课程改革中的重要反思方式

随着基础教育新课程改革的推进,教师专业发展受到越来越多的关注,教育叙事研究已成为我国中小学英语教师反思教育实践、促进专业发展的有效途径。教育叙事中英语教师要反思教育行为、反思教育信念、反思教育理论。教师需要以问题为主线,重视教学中的问题解决;以反思为内核,反观自我、启示他人。     

建构促进教与学的课堂学习评价

课堂教学需要凭借对学生学习过程和结果的评价来判断教学的实际效果,调整教学设计,改进教学实施.目前教师进行课堂学习评价的实践还存在着诸多问题,很多教师没有将学习评价看作教学设计的组成部分,已有的课堂学习评价在评价方式和结果运用等方面尚需提高有效性.针对课堂学习评价的现实问题,结合教学实例,从两个方面提出改进对策：首先,要将符合教育评价基本规律的学习评价整合为教学设计和实施的一个环节.其次,在开展学习评价的情况下,对于评价结果的分析和运用要突出对教学目标和教学内容的追问与澄清.     

从“形成性评价”到“学习性评价”：课堂评价理论与实践的新发展

"学习性评价"是在"形成性评价"基础上发展演变而来的、为适应新一轮国际基础教育改革而产生的课堂评价理论及其指导下的课堂评价实践。"学习性评价"的五大核心理念体现了国际基础教育评价理念经历的重大变化。"学习性评价"与"形成性评价"既有密切联系又有显著区别。我国需要从评价制度(如督导)和政策层面上确立"学习性评价"在课程与教学中的地位,积极发挥"学习性评价"对课程与教学改革的促进作用。     

对“教学反思”的反思

教学反思是伴随着新课程改革实验产生的新生事物。教学反思要有的放矢,不能盲目盲从,教师要时时有反思的意识。文章指出了教学反思在认识和行为上存在的问题并对构建有效课堂的教学反思提出了建议。     

形成性评价在高职高专英语教学中的应用

教学评价体系是教学的重要组成部分。一个好的评价体系能够对教学过程起重要的反馈和调控指导作用。高职高专英语教学必须从自身特点出发,将终结性评价和形成性评价有机融合,注重提高教师素质,不断优化与调整,形成贴合实际并具有良好反拨作用的评价体系。     

教师反思时认知冲突的生成途径

教师反思是自我认同与认知冲突的统一。相对于自我认同而言,教师反思时产生的认知冲突是提高教师专业素养、教师专业化的更为活跃、更为重要的思维因素。要促进教师反思时的认知冲突的生成,学校应促进教师间的互动、交流以使教师超越反思的个体性,应实施有所侧重的教学评价和加强师德建设;教师应加强理论学习以掌握原则性的教育知识,应围绕全面提高学生的素质来开展教育教学活动。     

"学而不思则罔,思而不学则殆"管见

学与思的关系是互相结合,相辅相成,相互促进.因此,学思应当有机结合,不可偏废.孔予这种学思并重、学思结合的为学之道,今天仍然值得人们继承与发扬.     

过程本位:教师教育质量监测的路径选择

本文在提出和探讨"过程本位"教师教育质量监测模式的内涵与特征基础上,从传统教师教育质量监测制度的局限性、新时代教师教育改革的必然要求和信息技术的发展支撑等方面分析了转向"过程本位"教师教育质量监测的必要性,从树立科学的教师教育质量监测理念、重视教师教育过程中不断变化的"人"的因素、不断优化教师教育质量监测路径、根据监测结果不断完善教师教育质量监测制度等四个方面提出"过程本位"的教师教育质量监测实施路径。