计算机辅助语言学习软件有效性探讨

该文通过对一项英语词汇记忆软件进行实践性检验与分析,发现基于强化刺激棗反应模式的软件只要密切结合学习者的使用,是可以对英语词汇记忆有明显效果的。语言学习软件要以学习者为中心、与学习者交互、符合学习者心理才会真正起到作用。计算机辅助语言学习软件在教育领域的应用、促进和提高应在实践中体现它的实效性。     

The evaluation of faculty development programs

This article reviews literature pertinent to the evaluation of faculty development programs and presents data from several studies conducted at two institutions. These data were consistent with those previously reported in that faculty participants consistently expressed satisfaction with development services. In addition, one study found that most faculty members voluntarily took some action to improve their instructional effectiveness, though only a minority pursued these efforts in depth. Volunteers who worked intensively with a faculty development consultant improved more on objective measures of effectiveness than did those who were only superficially involved in improvement efforts; those who received no consultative assistance failed to improve significantly. Evidence from a final study provided a control for faculty motivation and led to the conclusion that improvement was contingent both on faculty desire to improve and on the availability of professional assistance.     

Priorities for evaluation of nontraditional degree programs

The request to evaluate a nontraditional degree program sounds simple enough. But what does it mean “to evaluate the program?” This article identifies twelve major areas seeming to require evaluative attention according to the perspectives of a number of different groups of people. In addition to identifying these areas, the study suggested priorities for the areas in terms of their long-term, overall importance in a complete evaluation plan and their immediate or short-term importance in the early stages of program implementation.     

UG软件教学与评价的实践

UG软件的教学强调"用"字,改变了软件课程考试的一般方式,拓展了软件教学的"教、学、做"模式,调动了学生学习的积极性和自觉性。     

An evaluation model for innovative individualized programs

Program evaluation may be described as a tri-level process. At one level there is diagnostic and developmental evaluation of the learners. At a second level, there is evaluation of the program against its own objectives. And, at a third level, there is evaluation of the program as compared against a criterion program. Traditional programs can be evaluated successfully at each of three levels. However, innovative programs present obstacles to effective evaluation at two levels: (I) learner diagnostic and development; (II) and, (III) relative program effectiveness. It is only at Level II, where the innovative program is judged against its own objectives, that traditional evaluation methods are productive.The purpose of this paper is to describe the tri-level process model used in the evaluation of an innovative secondary program and to discuss the deficits of the model as suggested by the case study reported here. In addition, implications for the evaluation of innovative programs is discussed against a background of the Tyler (1971) model for instructional evaluation.     

Research models for the evaluation of interim programs

Basic evaluation research of interim programs conducted to date has employed three of four conceptual models. In the present article, the authors (1) identify these four conceptual models, (2) briefly outline significant studies that have been conducted using three of them, and (3) explore the possible advantages of one model which has not been used or reported in the literature of higher education. It is hoped that some insight into the possible ways to evaluate interim programs was provided, that further thought about objective evaluation programs was initiated, and that creative ventures into areas not yet researched were stimulated.     

大学生对CALL在英语阅读教学中的态度分析——以凯里学院为例

由于诸多因素的影响,不同专业的学生对待计算机辅助语言教学(CALL)的使用所持的态度是不同的。通过调查问卷的形式分析了当前凯里学院大学生对CALL在英语阅读教学中的态度。结果显示,英语专业与非英语专业的学生对CALL在英语阅读教学中所持的态度总体上是一致的、积极肯定的;教师使用计算机进行阅读教学频率的高低对学生看待CALL的态度影响不大。依据研究结果,对当前凯里学院英语教师利用CALL进行英语阅读教学提出了建议。     

Students' evaluation and instructors' self-evaluation of university instruction

The purpose of the study was to investigate the relationship between students' evaluations of university instruction and self-ratings of instructors. The sample consisted of 52 instructors, from the School of Education at Tel-Aviv University, who taught 93 classes. The instructors, as well as their students, responded to a 20-item instructional-practices questionnaire. Instructor self-ratings had only a modest relationship with the ratings given by students (a median correlation of .28). Discrepancies between instructor ratings and ratings given by the students were further analyzed for (1) varying training in teaching - no difference was found; and (2) number of years of teaching experience - differences were noted; the self-ratings of less experienced instructors were closer to student ratings.     

BOA CALL NAME

BoA主演的《期待恋爱》即将和大家见面,因为是她自己真正意义上的第一部电视剧,所以自然收获了很多期待与关注。除此之外,新单曲的发行时间也提上了日程。出道13年后,她依然忙碌。