对我国基础教育的一些思考

本从我国现行基础教育的实际出发，用辩证唯物主义观点肯定现行教育取得巨大的成就的同时，指出现行教育存在着应试教育的弊端及其弊端产生的根源，说明全面推进素质教育的重要性，然后提出了实际素质教育的方案。     

基于Web的网上考试平台

介绍基于Web的网上考试平台的模型，通过该平台考生可使用Web浏览器进行考试、查分、而教师也可使用Web浏览器出题、发卷、收卷、评卷和统计。     

计算机辅助考试系统的设计与实现技术--以C++builder与SQL Server2000相结合开发为例

结合计算机辅助考试系统的基本结构和功能，用软件C Builder6与微软的SQL Server2000相结合设计的考试系统的实现思路、基本功能、设计思想及关键技术的实现方法。     

从"功利性"角度谈语文的出路

针对当前高中语文不受重视的现状,探寻语文在学生功利心理中可以使之成为值得重视的学科因素;分析和强调语文学科所具有的显性功利和隐性功利,以彰显语文学科的本原性意义,试图找到语文学科的出路,让语文教学走出困境。     

"两课"考试改革的三个主攻方向

为适应素质教育、创新教育的需要,“两课“考试改革应选准主攻方向.我们的主攻方向包括三个方面:一是变封闭式考试为开放式考试;二是变齐一化考试为差异化考试;三是变知识型考试为能力型考试     

模仿操的编写及例举

众所周知，模仿操是介于徒手体操与轻器械体操之间的一门综合性操种。它最明显的优势在于表现形式既简练朴实又丰富多彩，既直观具体又内涵深刻，既生动幽默又感情浓烈。模仿操不仅能充分地调动学生的情趣，引发学生的兴奋性，而且有较强的娱乐牲，经济性和实效性。加之操练的内容又是我们非常了解，非常熟悉甚至非常喜爱和密切相关的事物。因此，比某些单一而又较为陌生的澡种更容易展开，前景更加广阔。一、编写模仿操的原则和方法：编写模仿操的方法多样，形式各异，但总的原则要遵循人体的生理规律，依据体育教学准备部分的任务，要求来…     

福建省英语高考题型改革研究

依据《英语课程标准》,参照国内外权威英语考试体系,提出设计新课标英语高考题型改革方案,建议取消单项选择和短文改错,增加翻译题型、听力的填空题型和阅读理解的选择搭配题型,适当调整完形填空的题量和权重,增加写作的,权重和题型,使英语高考笔试试卷更具科学性、时代性和多样性,更好地发挥高考风向标的正确导向作用。     

高考作文指导之我见

占60分考分的作文历来是高考语文复习的重点。立意是作文的灵魂,行文结构是作文的骨架,在高考作文复习中,要在充分地分析近年来作文考试情况的基础上,对这两者进行重点打磨。     

电子题库管理系统的开发与实践

本文介绍了一种基于C／S模式的电子题库管理系统。文章阐述了系统的开发及在实践中的应用，详细介绍了系统的功能及设计思想，并且给出了软件设计思路和方法。     

Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course

Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.