面向课堂教学评价的形式化建模与智能计算

随着课堂教学从固化单一的教师传授,向强调小组协作参与的教学转变,如何面向以协作学习为基本特征的课堂实施形成性评价已成为教学评价改革亟需解决的问题。在智能技术支持下,形式化建模可以将复杂多变的课堂教学过程解构,形成数理模型;智能计算可以通过算法评估学生学习状态,并根据教学原则生成教学辅助信息。二者的结合可以促进人类智能与机器智能的有效融合,形成人机协同的课堂评价机制。面向课堂教学评价的形式化建模与智能计算通用架构,自下而上包含教与学行为的感知和存储、教与学行为评估模型的构建、教与学状态的智能计算和教学辅助信息的生成四个部分。前两部分着重对教育情境和问题的表征,是形式化建模的关键步骤;后两部分着重具体技术路线的实现,是智能计算的具体过程和功能体现。整个系统以教与学行为的感知和存储为基础,通过构建评估模型,确定模型的输出;然后引入智能算法对模型进行计算,达成对教与学状态的评估;最后根据相应教学原则,自动生成辅助教师进行课堂教学评价的信息。该通用架构以及人机协同教学、评价机制的进一步完善需要研究者携手教师进行"共同设计",协同教育学、计算机科学、心理学等多学科进行交叉研究。     

论对话型课堂的内涵、特征与功能

对话型课堂是以对话精神为指导,以培养"学习共同体"为目的,教师引导学生基于教学文本,在互动和沟通过程中建构世界、他人和自身意义的学习场所。从控制走向引导、从预设走向生成、从封闭走向开放是其区别于独白型课堂的典型特征。对话型课堂具有语言运用训练、创造性思维和民主合作意识培养等多种功能。     

Research on evaluation model for interactive classroom enabled with mobile terminals

Information and Communication Technology (ICT) has improved education widely in China, transforming traditional teaching into an interactive one. It is important to build a new evaluation model to measure teaching efficiency in an “ICT-enabled classroom”. This study designed an evaluation model named “TPOCME Deep classroom” through ongoing five iterations. It includes six dimensions, which are higher-order Thinking, classroom Participation, Openness of educational system, Cooperative learning, Meaningful learning and Effectiveness of technology use (named TPOCME). This model helps educational researchers and teachers gain a comprehensive understanding of ICT in education.     

教师消极心理品质对课堂教学的影响及对策

教师在从事课堂教学活动时,其心理品质对课堂教学具有重要的影响作用。教师积极的心理品质对课堂教学有着积极的正面的影响,本文分析了教师在认知、情绪和性格三方面的消极心理品质对课堂教学的影响及应对策略。     

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.     

Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education

Dropout stems from a complex, gradual process of decision-making in which the demands and benefits of university attendance are weighed. Early identification of at-risk students benefits from quick and large-scale screening instruments. This study presents the dimensionality of a screening instrument for students at risk of dropping out of Higher Education, integrating three scales: Academic Exhaustion, Satisfaction with Education and Dropout Intention. A sample of 611 first-year university students was considered in the statistical analysis. The results demonstrate evidence of internal and external validity as well as the reliability of the screening instrument scores. The differences in correlation coefficients between these three scales and the students’ intentions of completing the course and completing their education at their university, evaluated at two different points during the first semester, suggest that dropout analysis requires collecting information throughout the process of adjustment to higher education.     

浅析初中数学课堂教学有效性的提高策略

初中数学课堂教学有效性的提高,不仅可以促进学生全面发展,提高教师教学质量,还可以加快教学改革步伐,满足新课改的相关要求。因此,在今后的教学中,教师必须给予高度关注,对教学设计、教学内容、教学方法等多个方面进行改良与优化,从而传授学生更多的数学知识与技能,强化学生的综合能力。     

初中英语课堂教学中激发学生学习活力的策略

初中生学习英语,是一个逐渐深入、逐渐发现的过程。学生只有走进了英语,才能了解英语是如何发展的,怎样应用才可以使英语散发其独特的魅力。初中英语教师激发学生的学习活力,能够让学生发现英语的美,带动学生创造英语的美。教师利用生活、问题、实践、评价的养分,能够做好学生学习的滋养工作,取得显著的教学效果。     

浅析如何提高高中数学课堂教学效率

高中数学是一门重要的科目,不仅严重影响着学生的高考成绩,而且也对学生的思维能力有着影响。目前,由于传统教学因素的影响,部分高中数学教学效率处于中游水平,严重影响了数学教学的效率。因此,如何提高高中数学课堂教学效率是一个重要的课题。本文从高中数学教学的现状着手,探讨了提高高中数学课堂教学效率的措施,以此提高高中数学教学的效率,促进高中数学教学的可持续发展。     

新课程理念下高中数学课堂教学教师语言的探究

语言,是人与人交流沟通的主要渠道之一,也是传递知识的主要工具之一。在新课改的背景下,作为数学教师,要时刻注意自身的言行举止,主动参与到培训深造中,来提高自身的语言技能。这样才能保障教学工作的有序开展,提高教学效率与质量。