中国和欧盟未来十年教育发展指标体系比较研究

中国和欧盟作为世界两个最大的经济共同体,都在2010年制定了未来十年教育发展规划,把实现和服务于社会经济发展目标作为制定教育发展目标的重要依据,教育目标均采用三级目标体系构建模式,在优先发展、保证机会、促进公平、提高质量、终身学习、能力为重等目标维度上呈现出趋同性。中国的23个指标全部是预期性量化目标,侧重表现教育发展规模、水平和产出,欧盟的16个核心指标构成了较为完整的系统的和动态性的指标体系,侧重教育公平和能力评价。中国和欧盟十年教育发展规划指标维度的结构既有相同之处,同时在指标品质和结构方面又存在很大的差异。中国采用目标实施模式,欧盟采用目标监测模式,文本构建模式的不同是造成指标体系差异的根本原因。中国需要进一步完善教育发展指标体系。     

Program evaluation of a school consultation program

The results of a school psychological and social work program are presented on children referred for behavioral and learning problems. Through the consultation service, the average student objective for learning problems was achieved to 85% of criterion, and the average objective for behavioral problems was achieved to 82% of criterion during a 10-week period. An analysis of the consultation activities was made in relation to the accomplishment of the objectives for both learning and behavioral problems. No clear evidence was found for any single activity being related to success. Also analyzed was the time spent on each consultation activity and the accomplishment of the student objectives. There was a positive relationship between total consultation time and student outcomes on learning problems, but there was no significant relationship between total consultation time and the accomplishment of objectives for behavioral problems. General findings show that consultation activities can be conducted with small investments of time and with a high degree of student accomplishment of objectives. A case is presented for the merits of program improvement by monitoring psychological and social work services.     

高校专业培养计划设计

受英国现行专业规格的启发,本文提出了一种专业培养计划的新方案,旨在全面落实素质教育的三个方面,即知识、能力和人格.在计划中引入学生学习产出的概念,由此出发制订培养目标、教学方法和学生评价方法.由于第二课堂在素质教育中不可或缺的作用,宜将第二课堂活动引入培养计划.     

Outcomes of an Institutional Quality and Safety Residency Program Initiative

Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture.     

Walking the Talk: Continuous Improvement of a Quality Management Field Exercise

This article provides results from a three semester case study of the pedagogical efficacy of an innovative quality management field exercise. A series of direct and indirect measures were used to assess the extent to which the field exercise met a set of learning objectives. The results indicate that the assessment framework is useful in identifying areas of improvement for course delivery. Finally, the results have been used to devise modifications to the course.     

电大统筹自学考试助学的可行性调研

我国的自学考试制度为广大公民文化素质的提高、技术人才的培养和我国经济的发展作出了重要的贡献。在多年的运行中,自学考试的助学存在的问题也逐步显现。电视大学在多年的远程教育教学实践中积累了丰富经验,成为教育公共服务体系中的主要力量。电大在服务内容、服务规范、服务标准,服务制度诸多方面的探索尝试及其运行经验日趋成熟,能够为自学考试助学教育提供开放、便捷、全面的智能服务。     

基于网络的多元形成性评价研究

形成性评价是开放教育教学过程质量控制的一个重要途径。从开放教育课程学习目标,即知识性学习目标、学习能力目标和情感性目标出发,构建了多元形成性评价指标体系、管理运行机制及系统架构。并根据多元形成性评价系统架构,设计了题库和作业库结构,提出了基于六维约束的自动组卷算法。针对真实数据集进行的大量实验表明,该算法具有较高的效率,从而为多元形成性评价系统的成功应用奠定了基础。随着互联网的飞速发展,社会性评价、发展性评价以及个性化、智能化评价将是形成性评价的发展方向。     

人本主义思想与远程学习支持服务体系构建

远程学习支持服务体系是远程教育系统最主要的两大子系统之一,远程学习支持服务体系的构建和运营是远程教育质量的重要保证。本文在阐述人本主义思想的主要观点和远程学习支持服务理论的基础上,分析了人本主义思想从明确远程学习支持服务目标、充实远程学习支持服务内容、改进远程学习支持服务方式和完善远程学习支持服务过程四个方面,对学习支持服务体系构建的价值以及对远程教育实践活动的指导意义。     

高等师范院校开设选修课的改革探索

文章从师范院校多年开设公共选修课的实践入手，分析开设公共选修课取得的一些经验以及存在的不足，对今后选修课的发展提出某些相应的措施和建议。力求通过这一改革，探索出高等师范院校教育教学改革发展的规律，从而为提高教学质量和人才培养服务。     

Assessment for learning? Thinking outside the (black) box

This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products.     

在线课程实施模式创新构建及应用实践

课程实施本身是一项关涉到课程计划、课程教学、课程评价等多个要素的复杂的系统工程。以课程实施理论、ADDIE通用设计模型、PDSA质量管理理论为依据,在专业认证背景下提出"三三六"课程实施模式:以"学生中心、产出导向、持续改进"三大理念为指导思想,以"价值引领、能力培养、知识传授"三维目标为指向,以大纲制定、情境分析、教学开发、教学实践、目标达成度评价、教学改进等六项举措为抓手,指向促进课程有效实施与质量提升。2020年春季学期,以在线课程"教育传播学"为例开展模式的应用实践。课程目标达成度评价结果显示,基于"三三六"模式推进在线课程实施能够取得较好效果,几个关键课程目标达成度之间存在显著正向相关性,学生对课程目标达成度有着较高满意度。     

Design,implementation, and evaluation of a multi-disciplinary professional development program for research mentors

ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.     

An Alternative Professional Development Program: Lessons Learned

Abstract. This article describes how a group of small liberal arts college faculty embraced the opportunity to create a faculty learning circle as an alternative professional development program. We provide a review of the program, discuss the lessons learned, and offer recommendations for future efforts in developing a similar faculty development program. Analysis of participant responses to the learning circle indicated that the experience met all their intended objectives. Faculty learning circles contribute to the participants' professional development and could be incorporated into any college campus.     

Early impact and outcomes of an institutionally aligned,student focused learning perspective on teaching quality assurance1

This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence‐based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students.     

改进现代汉语语音教学的几点意见

现代汉语语音教学理论与实践脱节,忽视技能训练;学生对语音课缺乏学习热情。对此,提出改进措施与方法,以利于提高语音教学效果,有效完成语音教学任务,达到教学目的。     

BOPPPS模型在Java程序设计课程中的应用

为提高Java程序设计课程教学质量,促进自主学习、培养创新型高技能应用人才,针对Java程序设计课程教学目标及存在的问题,依据BOPPPS模型理论,分析该模型在Java程序设计中的运用。对BOPPPS模型每个理论以1~2个实例作为支撑,分析并改善运用效果,将BOPPPS理论模型恰当融入Java程序设计课程实际教学中。BOPPPS模型对改善Java程序设计课程教学效果、提高学习效率、培养创新应用型人才起到了积极作用。     

建立基于“学”的远程教育质量保证框架——ICDE质量评审的启发和思考

2008年6月,上海电大接受了国际开放远程教育协会(ICDE)的质量评审(Qualityr Audit).ICDE是联合国下属的享有国际权威的远程教育机构.它聘请国际远程教育专家制定质量评审的内容、实施现场的评审.ICDE质量评审的内容和关注点,或许对我国电大教学质量保证能够提供一些有益的启发和思考.     

美国学前教育早期干预项目的基本要素与项目影响的比较研究--基于佩里计划、初学者项目和芝加哥亲子中心项目

20世纪60年代、70年代和80年代先后发起的佩里计划、初学者项目和芝加哥亲子中心项目将理论研究与实践探索紧密结合,证明了有质量的学前教育干预在教育、经济、健康、减少犯罪等方面具有诸多的社会、经济效益,尤其是对处境不利家庭幼儿具有更为突出的效果与效益。不可否认的是,虽然学前教育发展对儿童早期智力与学业成就的影响逐年减弱,但是幼儿社会技能与学习品质的提升产生了更加长远的效益与可持续性影响。其中,学前教育干预项目的持续时长、质量要素及科学的衡量标准是确保学前教育有效的重要因素。虽然既有研究基本呈现了学前教育干预项目影响与收益的全貌,但由于学前教育影响的不确定,学前教育项目干预效果的对比性、可复制性、可推广性仍有待进一步循证论证。     

基于工程教育理念的三维实体造型设计教学改革

该文基于工程教育专业认证以学生为中心、以成果为导向、持续改进的三大核心理念,改变传统教学以知识传授为目的、以教师为中心、以学科导向的教学模式,聚焦于解决复杂机械工程问题,从课程定位、课程教学目标、教学内容、教学方法与手段、教学评价与持续改进等角度对三维实体造型设计课程的教学模式进行改革,以支撑机械工程专业的毕业要求和培养目标的实现。     

TARGET模式在基础日语教学中的应用

动机对于外语学习者来说,是决定学习者成功实现目标的重要原因之一,而课程教学模式是保证人才培养质量和教学质量的重要手段。在基础日语教学中,建构激发学生的课堂学习动机的教学模式对促进学习者的学习和提高教学质量是有利的。TARGET模式是一个有关课堂动机激发的教学模式,它从六个层面阐述了课堂结构对学生目标定向的作用,提出了有利于掌握目标定向的课堂结构和相应的教学策略。将TARGET教学模式应用于基础日语教学中,建构激发课堂学习动机的基础日语教学模式,可以激发学生的学习动机,提高课堂学习效果。