形成性评价对学生自主性的促进机制研究

形成性评价指教师在教学过程中对学生的学习情况进行的动态评价和及时反馈,这种评价形式能引导学生调整自己的学习方式、促进教师不断改进教学.形成性评价如果使用得当,能有效地提高学生的自主意识,帮助学生成为自主高效的学习者.     

形成性评价在大学英语教学中的实践意义

形成性评价在大学英语教学中具有重大的实践意义,最主要的功能是帮助教师了解学生进展,进而调整改进教学工作。     

教学改革中的英语教学策略与形成性评估

教学和目标是一体的,什么样的衡量标准要求什么样的决策.本文以教学改革体制强调教学要“以人为本”的原则为出发点,从教学策略制定的原则--以问题为中心和注重学生体验两方面论述了教学策略影响形成性评估的开展和执行.同时,又从形成性评估的几个方面（宗旨、内容、标准、方法、主体及重心）的基础上,从形成性评估较之终结性评估的优越性和课程改革中形成性评估体制下教学策略的落实情况两方面论证了它对教学策略制定的制约.     

高职AutoCAD工程绘图课程形成性考核探索

AutoCAD工程绘图着力于学生应用计算机软件绘图能力的培养,是一门操作性与应用性比较强的课程。通过教学实践,对该课程的形成性考核方式进行了探索,结果表明,形成性考核方式能较好地适应本课程的特点,发挥了学业评价的导向作用,促进了教学目标的实现。     

网络多媒体外语教学评估体系的建设与思考

随着全球化和技术革新的迅猛发展,外语教学领域也随之发生变化。在网络多媒体外语教学中,如何建立和实施行之有效的网络外语教学评估体系至关重要。笔者认为网络多媒体外语教学的评估体系应是以形成性评估为主,形成性评估与终结性评估相结合的复合模式,并对此进行了实证研究。定性和定量的数据表明评估体系的建设和探索对于保证网络外语教学效果是十分必要的,由此所引发的思考,也值得进一步的分析和探索。     

Development and Validation of a Two-Tier Instrument to Examine Understanding of Internal Transport in Plants and the Human Circulatory System

This study is intended to develop an assessment instrument to investigate students understandings about internal transport in plants and human circulatory system. A refined process of a two-tier diagnostic test was used to develop the instrument. Finally, three versions of the Internal Transport in Plants and the Human Circulatory System test were developed for different educational levels: elementary, secondary and high school level. The test–retest reliability, the degree of difficulty, and the range of discrimination were found to be reasonable for all three versions. The statistical variances across educational levels of the verification samples and the test applications are discussed. The students major alternative conceptions on internal transport of plants and human were classified into three attributes of explanations: interconnectedness, language and anthropomorphism. Based on the nature of students explanations, card-sorting with justification, learning cycle and concept mapping were recommended for in-depth learning of the concept.     

Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' Writing

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing.     

浅谈本科评估对民办本科教育质量的促进作用

对于新建的民办本科院校来说,主动提出参加教育部第一轮的本科教学工作水平评估是严峻考验,也是发展机遇。迎接评估和做好评估准备工作,是民办本科院校的一项重要任务,也是新建本科院校的一个共同课题。本文结合自己在学校迎评创建中工作,浅谈了本科评估对民办本科教育质量的促进作用。     

Validation of clay modeling as a learning tool for the periventricular structures of the human brain

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.     

论面向对象化的电大实验课程体系的构建

从远程学习者为对象的角度出发,针对电大实验教学的特点,进行了面向对象化的电大特色的实验课程体系构建,提出了层次实验体系、实验教学方法体系、实验教材建设体系的新观点;并就相联系的三个问题进行了探讨。     

线上线下混合式教学改革实践——以“土力学与地基基础”课程为例

"土力学与地基基础"是土木工程专业核心基础课,具有知识点繁多、工程计算复杂、理论应用灵活等特点,而传统授课课时少,内容多,课堂教学空间严重受限,学生难以深入理解及应用。在分析课程专业特色与学生关注热点的基础上,基于MOOC、超星学习通、实验空间等信息教学手段,将知识点与学生关注热点有机结合,录制线上标准化视频,构建知识点的线上线下多渠道传播路径。采用案例式、探究式、情景式等教学方法开展线上直播、线下面授,最大限度地激发学生好奇心,提升课程吸引力。通过构建二主体、三阶段全过程考核体系,保障课程完成率。实践表明,在"土力学与地基基础"课程中采用线上线下混合式教学可操作性强,取得了较好的实践效果,有助于拓宽教学时空,实现掌握专业技能的目标。     

Educational assessment in the Republic of Korea: lights and shadows of high-stake exam-based education system

Educational assessment in the Republic of Korea reflects social and cultural perspectives, as most assessments are considered as a ‘gatekeeper’ of one’s success in life, in terms of entering an elite school or having a better career. This paper presents a profile of the education system, especially focusing on the college entrance examination system in the Republic of Korea, and discusses the washback effect of the high-stake exam, the College Scholastic Ability Test, on stakeholders and the entire society. Furthermore, this paper will discuss the ways to improve the education policy, particularly the college entrance system, with emphasis on implications for future assessment reform from a standardised high-stake test to move towards the formative assessment.     

基于校企合作体制的以“课证融通”为导向的高职导游专业课程体系构建与运行——以三峡旅游职业技术学院为例

本文以三峡旅游职业技术学院为例,积极探索基于校企合作体制的以"课证融通"为导向的高职导游专业课程体系构建。构建的课程体系,校企合作的体制下运行时应注意以下几点,不同阶段突出重点,有针对性培养学生能力;实践教学循序渐进,逐步提升学生实际操作技能;工学交替提高拓展,全面提升学生的综合素质。     

试论大学生毕业论文教学的改革

毕业论文是系统训练学生综合运用所学知识,进行科学研究和解决实际问题的重要教学环节。如何拉近学生与教师的距离、理论与实际的距离、被动学习与主动学习的距离,使这一教学过程能够有效地提高学生的知识、能力与素质,需要从毕业论文的进行方式、指导教师、教学环节、管理体制和评审制度等方面进行改革。     

以“政治课教学论”课程为平台的师范生教师职业技能训练范式探索与实践

高师"政治课教学论"(简称"教学论")课程在师范生培养的课程体系中起着桥梁和纽带作用,是一门实践性很强的课程。在教育学理论指导下培养学生的教育教学技能是"教学论"课程区别于其他课程的显著特征。高师"教学论"教学中,通过构建技能训练框架、建立评估指标体系、分项累加记载成绩三个环节,可以形成师生间职业技能训练的互动机制,提高课程教学效果。     

对专业排球课新的考核体系问题的探讨

从素质教育的目标与师范体育专业排球必修课的考核意义出发 ,对现行的考核方法进行分析 ,并提出建立新的考核体系的观点     

关于加强思想政治教育课综合体系建设的几点思考

本对思想政治教育课教育存在的问题和思想政治教育课建设的综合体系进行了探讨。结合工作实际,有针对性地提出了将德、能、勤、实作为一个体系纳入思想政治教育课程教学的轨道。     

高校公共体育大课堂教学体系的构建

以“健康第一”思想为指导,以我国高校体育目标定位和改革实践为依据,从新课程观和实施素质教育几方面论述了构建高校公共体育大课堂教学体系的必要性,力图构建一个课内外有机结合、组织形式多样、符合大学生身心发展特点、适应现代社会发展需要的高校公共体育大课堂教学体系．     

Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this pattern weakened to some extent during the semester. Students who attended class most consistently made greater use of online notes. Patterns of online note use were different for students with low and high rates of absenteeism.     

The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class

ABSTRACT

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement.