对外汉语游戏型互动教学模式探析

随着信息技术的发展,教育游戏在教学中应用的研究正在兴起,然而如何有效的应用游戏进行教学是当前研究的难点。笔者结合当前的汉语学习热,建构了对外汉语游戏型互动教学模式,并对其进行了详细的阐述,以期促进对外汉语的教学以及对游戏在教学中的应用有点滴启示。     

协作学习评价方法

目前随着网络技术的发展和教学观念的变革 ,协作学习被视为极有发展和应用前景的网络教学策略之一 ,而协作学习的评价是亟待深入研究的问题。因此 ,该文主要阐述了协作学习评价的基本特点 ,并对协作学习评价的两个层面———小组评价和个体评价的具体方法进行了探讨     

Welche Rolle spielt Kompetenzdiagnostik im Rahmen von Lehr-Lernprozessen?

Competence assessment can support evidence-based teaching and learning. Depending on its specific purpose, competence assessment can be applied at the individual, the classroom or school level as well as on a national level. Large-scale-assessments are typical examples for system monitoring. Competence assessment on the individual level can provide important information with respect to individual qualification and learning outcomes. Typically, competence assessment uses psychometric models from Item-Response-Theory (IRT). However, until present, competence assessment still struggles to tap its full potential regarding feedback and individual support. Teachers often have difficulties to interpret results from competence assessments that are based on IRT. Thus, it is crucial to support teachers in using these results to improve classroom teaching. One of the main challenges of educational measurement is to align everyday classroom teaching with formative and summative assessments and to establish competence models as a common ground. Process-orientated, formative assessment can inform criterion-based feedback and, consequently, promote teaching on the basis of educational standards that were defined on the system level. However, more work needs to be done with respect to research on assessments as well as their communication and implementation into teaching practice.     

An assessment innovation as flywheel for changing teaching and learning

This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.     

Developing a Fine-Grained Learning Progression Framework for Carbon-Transforming Processes

Science educators have called for using the learning progression approach to align curriculum, instruction, and assessment. In line with this trend, we conducted both assessments and teaching experiments with students from grades 4 to 12 (717 students participated in the pre-assessments and 682 students participated in the post-assessments). The goal of the study is to develop a learning progression framework that provides effective guidance for curriculum and instruction on carbon-transforming processes in socio-ecological systems. We conducted the study in three research cycles. We developed a matter-and-energy learning progression framework during the first two cycles. This learning progression framework was used to guide the teaching intervention in the third research cycle. Clinical interviews and written assessments were implemented before and after the teaching intervention. In the process of data analysis, we found that the matter-and-energy learning progression framework did not provide a fine-grained depiction of students' reasoning. Therefore, we developed the five-practice learning progression framework, and used it to re-analyze data. Results indicate that the teaching intervention has helped students to achieve significant learning gains, but it was not effective enough in helping students achieve the upper anchor of the learning progression framework—constructing sophisticated scientific explanations. The results also indicate that students tended to rely on coherent and consistent reasoning to construct explanations. Based on the findings, we provide instructional suggestions and discuss the implications for climate change education and learning progression research.     

An Approach for Evaluating the Technical Quality of Interim Assessments

Increasing numbers of schools and districts have expressed interest in interim assessment systems to prepare for summative assessments and to improve teaching and learning. However, with so many commercial interim assessments available, schools and districts are struggling to determine which interim assessment is most appropriate to their needs. Unfortunately, there is little research-based guidance to help schools and districts to make the right choice about how to spend their money. Because we realize the urgency of developing criteria that can describe or evaluate the quality of interim assessments, this article presents the results of an initial attempt to create an instrument that school and district educators could use to evaluate the quality and usefulness of the interim assessment. The instrument is designed for use by state and district leaders to help them select an appropriate interim assessment system for their needs, but it could also be used by test vendors looking to evaluate and improve their own systems and by researchers engaged in studies of interim assessment use.     

Analyse von Unterrichtsmaterialien der Menschenrechtsbildung

This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.     

Analyse von Unterrichtsmaterialien der Menschenrechtsbildung

This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.     

基于非正式学习原理的高校教育技术培训模型设计

非正式学习是提高教高校教师教育技术应用绩效的一种重要手段。文章在对非正式学习的基本内涵、非正式学习与教育技术应用绩效改进的关系进行分析的基础上,提出了基于非正式学习原理的高校教育技术培训模型,并对模型的实际应用效果进行了分析。     

香港公开大学学习支持服务系统的介绍

香港公开大学课程和教学的传递模式是以远程教学为主并辅以面授教学,因此其学习支持服务系统发挥了重要的作用。该文从入学、学习过程、学习资源、大学设施、质量监控及其它等几个方面介绍了香港公开大学学习支持服务系统,旨在帮助我国的教育工作者更好地了解其远程教育的情况,并希望对改进国内的远程教育的实践有所启发。     

视频研究在教师学习与专业发展中的运用

视频研究是学习科学研究中倡导的运用视频技术探究学习、教学与教育过程的一种重要方法。通过研究者运用视频研究促进在职教师的学习与专业发展的一个案例,具体描述了该案例中面向4位教师的视频研究活动的设计与实施,并基于对教师视频研究活动中的话语分析,发现有效的视频研究活动设计能够促进教师:(1)转变原有观念,发展教学理解与专长;(2)主动参与学习,对新知的获得持积极倾向;(3)发展视频研究的意识,获得视频研究的方法和策略。最后就视频研究在教师学习与专业发展中的有效设计与运用问题进行了讨论。     

学习变革:强化英语翻译的几点设想

本文指出了我国高校公共英语翻译学习的现状，分析了这一现状存在的背景及原因，并提出了几点改革设想。作者撰写此文的目的是希望引起教育界、学术界对这一问题的重视，切实落实翻译在英语学习中的作用。     

从“泛智”论到泛在学习进阶智慧学习:论“泛”教育思想的内在关联和价值意蕴

随着大数据和人工智能等新一代信息技术逐渐应用于教育领域,学习模式的个性化和学习路径的多元化等表征样态越发凸显,由数字化学习过渡到移动学习再到泛在学习进而发展成智慧学习的多模态学习形式备受关注。厘清智慧学习的学习本质观、学习空间、学习内容和学习方式对构建新时代的教学模式意义重大。回溯夸美纽斯的“泛智”论、“泛教”思想及终身学校理念,分析其“把一切事物教给一切人”的主张,发现该思想与泛在学习内涵实质联系紧密,二者共同构成“把一切知识教给一切人”的“泛”教育思想。把握“泛”教育思想的本质,构建以学习力为导向、以学生为中心的智慧学习观可发现:学习观由知识本体论过渡到方法论、学习空间从一维扩展到三维、学习内容变得多而庞杂,继而学习方式需转型。     

Using Reflective Journals to Enhance Impoverished Practicum Placements: A case in teacher education in Ethiopia

This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia.     

What Effect does Listening to Individual Children have on their Learning?

In this article, the author reports the outcomes of studying a programme that provided 35 primary school children with weekly, individual, half-hour listening and talking sessions with an adult over 10 weeks. The skilled adult 'Listening Partners' offered an open agenda and a private space away from the classroom. The children could use the session as they chose. The consequences of this intervention were measured against the experience of a control group of children. Evidence of change was collected by comparing results from a standard listening test, teacher assessments, National Curriculum assessments and behavioural records. The author explores two central questions: how does increasing the amount of time that a child has the individual, listening attention of an adult affect that child's capacity to listen, understand and respond constructively to what is said to them in a teaching and learning situation? Are there any other effects on children in school who receive this one-to-one attention? The study showed that the focused attention of a trusted adult provided children with opportunities to communicate, notably disclosing child protection issues that may otherwise have remained uninvestigated. Increasing the opportunities for children to experience being listened to by a skilled adult positively affected their educational progress. She argues that skilled listeners have a significant effect on children's learning and on some children's behaviour.     

Learning through making in public libraries: theories,practices, and tensions

This article investigates learning and teaching in library makerspace programs. Given the recent trend for libraries and makerspaces to define themselves in terms of learning, the findings of this article are particularly relevant to current initiatives. The article first reviews pedagogical theories which are referenced in literature connected with makerspaces. Second, the article analyzes interview and observational data from a system-wide public library makerspace program. The analysis compares the pedagogical theories with the realities of teaching and learning in public library makerspaces and indicates tensions emerging from these comparisons. The conclusion highlights ways librarians in makerspaces might consider the affordances of these spaces and ways goals, facilitation strategies, and assessments might draw on a range of pedagogical theories. Rather than approaching makerspaces with a ‘one-size-fits’ all model, librarians can design makerspace learning and teaching to align with a range of structures, styles, and content.     

高职学校环境对学生学习成果的影响机制研究

以学习投入为中介,构建高职学校环境对学生学习成果影响的模型,通过验证性研究发现,学校环境和学习投入对学习成果具有重要的影响,其中,教师教学对学习成果的影响效应包括部分中介效应和部分直接效应,学习支持条件对学习成果的影响效应为完全中介效应。鉴于此,建议高职教育改革应从宏观思维走向微观设计,关注学生学习情感和认知培养,以提升学生学习投入水平;强化教师教学能力培养,提高教师教学有效性;以学生为中心,加强学习支持条件建设。     

Controlled assessments in 14–19 Diplomas: implementation and effects on learning experiences

The Principal Learning components of 14–19 Diplomas (introduced in England in 2008) are assessed predominantly via “controlled assessments”. These assessments are conducted within the learning context under specified conditions (or “controls”) and require learners to apply their skills to work-related tasks. In this research, teachers and learners at 6 consortia (groups of schools/colleges working together to deliver Diplomas) were interviewed about how controlled assessments in the Diploma qualifications were affecting teaching and learning experiences.

The nature of the assessments was seen as encouraging learning and facilitating a less didactic learning environment. The assessments were generally considered less pressurised than traditional assessments, and most learners found the assessment tasks enjoyable and motivating. The assessments were reportedly encouraging the development of valuable skills (e.g., teamwork, communication, independent working) and improving students' confidence. However, there was some evidence that not all teachers had yet fully understood the requirements around the assessment “controls”.