作文批改的一点尝试

作文批改的方法可谓多种多样、不一而足,我在近几年的作文教学中通过实验、总结、再实验的途径,摸索出了几种批改方法,现提出来向教育界同仁讨教。     

作文教学中发挥学生主体作用方法初探

长期以来,作文教学遵循着:"教师命题点拨--学生作文--教师批改--教师讲评"这样的模式.教师绞尽脑汁的命题设计,煞费苦心的点拨提示,呕心沥血的精批细改,不厌其烦的优劣评析,教师成了作文教学中的主角;另一方面,学生却习惯地、被动地按老师的意图作文,少不了无中生有,少不了虚情假意,少不了矫揉造作,少不了改头换面……对老师的评语批改,或一看了之,或熟视无睹,对老师的评析,或漫不经心,或充耳不闻.     

作文批改的新尝试

从教至今,笔者一直担任初中的语文教学工作,也一直困惑在老式的作文批改教学里。2003年,笔者从这样的老式教学中争脱了出来,走上了既便捷又能快速提高学生写作能力的新路。通过尝试,效果很好。     

走出作文批改迷谷的尝试

作文批改历来收效甚微，在日常工作的积累中摸索出作文批改的一些新途径、新方法，以期对学生作文水平有更大提高。     

循序渐进学批改——作文两段批改的尝试

对于学生作文,传统的精批细改不利于学生作文水平的提高。因此,从中年级写片段开始,要让学生学会批改作文的方法,在批改中领悟作文的方法;到高年级时就放手让学生或以小组为主集体批改,或同学间相互批改或个人批改,从中掌握修改文章的方法。     

引导学生批改作文的有效尝试

随着社会的不断进步与发展,作文教学越来越受到语文老师和学生的关注,在作文教学中作文批改又是一个重要环节。一般意义上说,学生通过作文批改这一环节能知道自己作文存在的优点与不足,以后能扬长避短。但是从实际情况看,仅仅是教师批改,学生收效甚微,作文批改的创新已势在必行。     

循序渐进学批改--作文两段批改的尝试

对于学生作文,传统的精批细改不利于学生作文水平的提高.因此,从中年级写片段开始,要让学生学会批改作文的方法,在批改中领悟作文的方法;到高年级时就放手让学生或以小组为主集体批改,或同学间相互批改或个人批改,从中掌握修改文章的方法.     

作文教学中如何发挥学生主体作用

作者就在中学语文作文教学中,如何充分发挥学生的主体作用进行了分析,总结了"写作激趣、讨论构思、总结评价"这三条应用策略。     

把作文的批改权交给学生

许多语文老师苦于作文批改,叠大叠的作文本让他们颇费气,既要改病句、错别字,又要写评。可是辛苦过后,学生作文却起色大。有没有比较好的办法解决老的苦恼呢?我认为有,那就是把改”的优先权交给学生,让学生老师的指导下认真修改自己的文。《中学语文教学大纲》指出:要有计划地培养学生自己修改作的能力和习惯,教师可指导他们己修改或组织他们互相修改。”老把作文修改权“转让”给学生,则了学生思考、改写、提高的机会。次,我让学生以《校园之晨》为题作文。一个学生在文章开头用较多的篇幅,孤立地写了清晨从校门经过的市民赶班的情景。我在…     

在作文教学中发挥学生的主体作用

教学活动是师生的双边活动。作教学也应当使教师和学生在教与学的过程中双双到位。这就要求我们的转变观念，改进教法，培养学生主动学习的习惯，使学生真正成为学习的主人。     

时事热点--发挥学生主体作用的催化剂

新教学理念强调：课堂教学要充分突出学生的主体地住。本文通过对教学实践的总结，阐述了时事热点在激发学生学习兴趣、激发其内在潜能、提高课堂教学交流等方面所起的积极作用。     

有效发挥教学中的情感因素

传统教学中，情感因素没有得到足够的重视。目前，多数教师虽然认识到了教学中情感因素的重要性，但存在不少认识误区。在澄清有关误解的基础上，探讨了有效发挥情感因素的一些教学策略。     

Physiotherapy Student Clinical Education: the influence of subjective judgements on observational assessment

The process of assessing students on clinical placements has to date been under‐researched. In particular, while the involvement of subjective judgements in assessing students has been discussed in the literature, there has been no attempt to look for systematic evidence. This paper comprises the first attempt to relate judgement theory to the assessment of vocational education. Preliminary results demonstrate that physiotherapy assessors made subjective judgements of their students, that these contributed to the determination of assessment grades, and that in certain cases these judgements were erroneous. The relationship of these subjective judgements to the awarding of grades via a supposedly objective assessment instrument is not yet known. Given the widespread use of such assessment instruments across different professions, the question raised is whether all observational assessment systems suffer from similar problems. If students are being judged on criteria not included on assessment instruments, perhaps the other criteria being used need to be made more explicit.     

Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory

Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous classes in which RPT was not employed. Objective data (i.e., course grades) show no significant differences in gross anatomy laboratory grades between students in the RPT and non‐RPT classes. To subjectively evaluate the relative success of RPT in the laboratory, we analyzed student opinions obtained through anonymous surveys. These data show that a powerful majority of student respondents felt that RPT was beneficial and should be used in future classes. The greatest disadvantage was unreliable quality of teaching from peers; however, most students still felt that RPT should be continued. Students who felt that they had insufficient hands‐on experience (by virtue of dissecting only half the time) were significantly more likely to recommend abandoning RPT. These results underscore the importance of active student dissection, and suggest that a modified version of the described RPT protocol may satisfy more of the needs of large, diverse student populations. Several hidden benefits of RPT exist for faculty, administration, and students, including reduced need for large numbers of cadavers, attendant reduction in operating costs, and smaller student‐to‐teacher ratios. Anat Sci Educ 2:143–149, 2009. © 2009 American Association of Anatomists.     

Effects of writing instruction and assessment on functional composition performance

In this study the relationships between writing instruction and functional composition performance were analyzed. The data were obtained in a national assessment on the language proficiency of students in the third year of Dutch secondary education (age ±15). Multivariate multilevel analysis showed that 10 out of 36 instructional characteristics were related to functional composition performance. The effective instructional characteristics included: instruction and exercises in writing functional texts, writing for a specific purpose, tailoring to a particular audience, global rating of writing products by the teacher, and frequent evaluation of Dutch language proficiency through teacher-made tests and written assignments. No effects were found for the rather popular subskill exercises on idiom, syntax, spelling and punctuation, and for pre-writing activities, text revisions and peer-review. Furthermore, the effect of instructional characteristics was often different on one task than on another. Finally, there was little differential effectiveness for different groups of students. If one instructional characteristic was more effective than the other, this was generally true, to an equal degree, for boys and girls and for promoted and non-promoted students.     

浅谈大学生同伴互评作文

同伴互评英语作文是一种积极有效的评阅英语作文的辅助方法。本文就大学生英语写作现状,从理论上论述了在大学生中同伴互评作文的理论依据;从大学生的实际及其问卷调查角度论证了在大学生中进行同伴互评作文的可行性;阐述了同伴互评作文的优势及意义。     

How teachers experience assessment tension and its effect on formative assessment practices

Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.

     

Multimodal composition and assessment: a sociocultural perspective

In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives on learning and assessment, and video data of classroom interaction are subjected to detailed analysis. The findings document the consequences of decoupling production and assessment practices. The analysis show that written texts and multimodal texts have different statuses in the project because of how they are assessed and that this has consequences for students’ participation as learners. In addition, the analysis shows how students position themselves differently towards resources that are intended to help them in summative assessment situations. We discuss issues that teachers may reflect upon when planning and executing multimodal composition in schools.     

主观阶层认同研究综述

主观阶层认同是个人对自己在社会阶层结构中所占据的位置的感知,作为阶层意识的一个组成部分,它一方面反映社会分层这一社会事实,另一方面反映相对独立的心理存在。从社会范畴化、社会比较、社会认同化、社会认同威胁和认同解构及重建五个方面分析主观阶层认同研究的理论基础;从方法及我国大众主观阶层认同状况阐述主观阶层认同的研究现状;从主、客观两方面来阐述主观阶层认同形成的影响因素,并对当前及以后的研究进行评价与展望。     

萸姜药效组分对小鼠急性心肌缺血的影响研究

目的:探寻萸姜药效组分对小鼠急性心肌缺血的影响.方法:以腹腔注射ISO制备小鼠常压缺氧模型和急性心肌缺血模型,对照丹参片组观察不同浓度萸姜药效组分对小鼠耐常压缺氧与急性心肌缺血的作用;以腹腔注射Pit制备小鼠急性心肌缺血模型,对照硝苯地平片组观察不同浓度萸姜药效组分对小鼠急性心肌缺血的作用.结果:小鼠耐常压缺氧和ISO致小鼠急性心肌缺血实验结果显示,复方丹参片组能明显延长小鼠存活时间(P＜0.05)及有效抑制小鼠心电图S-T段抬高(P＜0.05),萸姜药效组分的高、中、低剂量对小鼠存活时间无显著影响(P＞0.05),对小鼠心电图S-T段无显著影响(P＞0.05).Pit致小鼠急性心肌缺血实验结果显示,硝苯地平组与萸姜组分高剂量组均能有效抑制小鼠心电图S-T段抬高(P＜0.05),萸姜组分低剂量组对小鼠心电图S-T段无显著影响(P＞0.05).结论:萸姜药效组分对Pit致小鼠急性心肌缺血具有明显的改善作用.