形成性评估在口译项目教学中的应用

本文基于建构主义的教学理念,探讨了形成性评估在口译项目教学中的应用。形成性评估关注教师的教学过程和学生的学习过程。本文从项目准备、项目展示和项目评价三个阶段介绍了形成性评估的原则和方法,希望对项目教学的开展有所帮助。     

建构主义与运动生物力学教学

文章分析了建构主义学习理论的起源和发展,阐述了建构主义学习理论的基本观点;尝试将建构主义学习理论的基本观念、教学模式和方法应用于运动生物力学教学,探寻出一些建构主义教学模式下的运动生物力学教学方法;论述了建构主义对运动生物力学教学的启示以及可行性和适用范围。     

建构主义指导下翻译教学中的教师角色

建构主义的翻译教学思想分析了翻译教学过程中建构主义学习的理论基础、基本原则、实施方案以及评估准则等;对翻译教学中的教师角色及其定位提出了与传统翻译教学不同的见解.     

外语专业翻译课教学主体参与模式探析

通过对目前我国高校英语专业翻译教学的现状进行考查和研究,文章在指出教学理念、教学体系、教学内容和方法等方面存在的问题之后,结合翻译理论与教学实践,有针对性地提出,翻译课主体参与教学模式应以建构主义学习理论、二语习得理论和建构主义评估理论为基础,强调以学生为中心,引导学生积极参与整个教学过程,改善和提高翻译教学质量.     

建构主义知识观对教学的影响

建构主义知识观是知识社会学与认知心理学相结合的产物。建构主义知识观包括四个基本的原则,即主动性原则、协作性原则、适应性原则和发展性原则。建构主义知识观在知识的性质、教学的对象、教材的地位、教室的作用、教学的方式、学习的情境、师生的关系、教学的评估等方面,对教学产生了深远的影响。     

行动导向教学刍议

行动导向教学起源于德国,是建立在建构主义学习理论和现代化大生产对劳动力资源需求基础之上的教学理论.建构主义学习理论认为,学习不再是简单的传授,而是学生通过参与并以行动为导向对某一事实的解释;学习不只是重复或模仿;学生除了要提高专业能力外,还要提高方法能力、社会能力、与人合作的能力、交流的能力、检查评估的能力以及创新精神等,而这些正是现代企业对员工所提出的要求.     

论建构主义理论及其在课堂教学中的应用

建构主义理论在学习的含义、学习的方法、知识观、学生观、学习观等方面提出了不同于传统教学理论和学习理论的新观点。学习借鉴建构主义理论对教师贯彻落实新课改理念,转变教学和学习观念,改革创新课堂教学模式,提高教育教学质量,具有重要启发意义与实践价值。本文重点阐述建构主义理论在教学和学习方面的思想和观点,及其在课堂教学的应用与设计。     

基于建构主义的体育教学方法的研究

本文主要探讨的是建构主义理论指导下的体育教学的方法.旨在通过将建构主义理论和现代教学设计理论的结合,从建构主义的学习理论和教学理论两方面阐述建构主义的知识观、学习观、学生观、教师观.     

建构主义指导下的“抛锚式”教学模式刍议

建构主义指导下的＂抛锚式＂教学为汉语口语教学提供了新的模式。教师在对外汉语教学中要树立以学生为中心的思想,充分考虑教学要素、教学环节和教学设计,并通过对学习环境、自主学习和自我评估的设计,使学生的能力得到提高。     

建构主义学习环境下的化学教学设计

章基于对建构主义学习观和教学观的简要阐述，系统地探讨了建构主义的化学教学设计思想和方法，给出了建构主义理论指导下的化学教育课例。     

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.     

Senior High School Student Biology Learning in Interactive Teaching

This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.     

Moderating New Zealand’s National Standards: teacher learning and assessment outcomes

Across the globe, standards-based assessment systems are increasingly promoted as a means of improving student outcomes and fulfilling accountability requirements. Within such systems, social moderation is presented as a mechanism for improving the dependability and utility of assessment information. Research emphasises that social moderation processes provide professional learning opportunities; yet this learning tends to be perceived as a by-product rather than a goal of moderation. Situated within the context of New Zealand’s recently implemented National Standards, this article reviews the literature and presents an alternative configuration of the role of social moderation. It foregrounds the professional learning that will be required if these moderation processes are to improve the dependability of National Standards assessment information and contends that reconfiguring teacher professional learning as a goal rather than a by-product of moderation should not only improve dependability and strengthen teacher assessment capability but also assist with lifting student outcomes.     

The interaction of learning environments and student discourse about knowing,learning, and the nature of science: Two longitudinal case studies

This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in the course of a two-year physics course including (a) repeated administrations of a classroom learning environment survey, (b) written essays on the topics of knowing, learning, and classroom learning environment, and (c) interviews. While there was a general trend for students to adopt more constructivist views of knowing and learning, there was also a small number who resisted to adapt to the constructivist learning environment in their physics course. Two case studies of individual students are used to illustrate the interactions of the learning environment, student understanding of scientific knowledge, and the nature of science, and students' views of their own learning.     

A constructivist approach to online college learning

The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor–student and student–student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.     

Examining the Effectiveness of a Learning Outcomes Assessment Program: a Four Frames Perspective

Assessment of learning outcomes at the program level is essential to evaluate whether students are achieving what is expected of them as graduates. In this article we present the results of a study in which faculty focus groups were consulted so as to understand the subjective issues that surround the learning outcomes assessment program of an institution. We hope that our study contributes to continuous improvement in institutional assessment practices and to the improvement of student learning. We analysed the data through the lens provided by a leadership model since leadership is a key driver of assessment practices that lead to changes to improve student learning.     

A Report from the Higher Education Review Board (HERB): Assessment of Undergraduate Student Learning Outcomes in Food Science

For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check‐off course system sufficient to be an IFT‐approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.     

Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment

Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.     

Constructive alignment in economics teaching: a reflection on effective implementation

The typical approach to student-centred learning in Economics has focused on innovation within the classroom, with little thought given to how this complements teaching and learning and, crucially, assessment. This paper reflects on the implementation of constructive alignment in a final year managerial economics course. It demonstrates how it is possible to design coursework assessment for economics which both encourages constructivist learning, while also limiting the potential for plagiarism. The successful assessment allows students’ autonomy in selecting what evidence matches the assessment requirements. Further, the teaching, learning and formative assessment activities recommended are crafted to directly align with the requirements of the summative assessment. This structured alignment process, by providing repeated formal and informal feedback, produces levels of student engagement and reflection that facilitates deeper learning.     

Incorporation of continuous student assessment into lectures in engineering education

A continuous student assessment system was incorporated into an advanced microelectronic course. This study investigated the relationship between the continuous assessment system based on home exams and individual student achievement. The perspective was based on the learning frameworks of the social constructivist theory. Six fourth-year engineering students participated in the study, which covered 13 lectures and 5 home exams. Feedback sessions concerning the particular exam were held after every exam. Correlations between the exams, the feedback, and individual student achievement were computed. The results indicated a positive correlation between continuous assessment and student achievement. Rather than being improved a lot, student achievement stabilised statistically at a higher level. Additionally, student's absence was very low (5%) despite the voluntary participation in the course. Continuous assessment realised with home exams induced two-way discussions between the teacher and the students. Unprompted, the students learned additional material and discussed it in the exam essays, confirming the principles of social constructivist theory.