走出迷宫:中国当代教育实验述评

中国当代教育实验,历经两大时期,六个阶段的曲折发展,终于形成了鲜明的特征。如教育实验与教育改革的关系日益密切、中小学教育改革成为实验重心、实验方法得以不断改进和完善等。但在繁荣的背后,也存在着诸多不尽人意之处。如“功利主义”价值追求问题、“山头主义”的组织管理问题、“盲目主义”的方式方法问题等。令人欣慰的是,中国教育实验界能在认真总结历史经验的基础上,正视所面临的“高原现象”,强化教育实验工作者的主体意识,选择课程实验作为重心,化解“科学主义范式”与“人文主义范式”的冲突,以迎来教育实验更为璀灿的明天。     

贯彻《教育规划纲要》建设高水平的民办大学

全国教育工作会议的召开和《教育规划纲要》的颁布,是我国教育事业改革发展的新的里程碑,意义重大,影响深远。学习宣传、贯彻落实好全国教育工作会议和《教育规划纲要》精神,是高等学校今后一个时期的重要任务和中心工作。民办高校是高等教育事业发展的重要增长点和促进教育改革的重要力量。注重以人为本,强化质量意识,突出办学特色,是贯彻落实《教育规划纲要》的重要举措,也是创建高水平民办大学的迫切需要。     

论法律的理性与现代法律体系的品格——以自然法、罗马法形式理性的变迁为考察对象

现代哲学复兴了古代自然法的本体论即人的理性,而颠覆了古典自然法的二元方法论,并通过技术理性使得自然法实证化,从而产生了现代法律体系的灵魂即成文宪法.在理性至上的观念下,技术理性改造了罗马法中的形式理性,铸造了现代法律体系的形式品格;系统化的各法律部门、法律体系的观念存在、各法律部门体系化的制度机制.     

WritingroadmapTM2．0在高职英语教学中的应用分析

将WritingroadmapTM2．0在线形成性评价工具运用到高职院校英语教学中，有利于非英语专业学生英语写作水平的可持续性提高和发展。     

大学体育课程形成性考核的探讨

长期以来,由于受传统大学体育课程管理思想的影响,大学体育课程的考核未能根据体育自身的特点在课程考核评价的管理上做出相对有效的改革,使得大学体育课程考核管理制约和影响着体育课程改革的深化。大学体育课程改革必须有一个与之相适应的体育课程考核管理制度,并随着体育课程改革的发展而不断的丰富与完善。     

工科生大学英语课堂展示准备阶段形成性评价实效性研究

以辽宁某大学非英语工科专业二年级一个实验班和一个对照班为对象,研究形成性评价在本科生大学英语课堂展示准备阶段的实施效果。数据显示,即时的、针对展示任务细节的、互动式的、描述为主的形成性反馈对实验班具有显著积极影响。     

课堂展示评价机制构建

课堂展示作为一种教学手段在大学课堂教学中已得到较广泛的应用,但在课堂展示评价中,量化指标的缺失制约了课堂展示教学效果的发挥。鉴于此,应构建涵盖“课前、课堂、课后”的一体化完整评价体系,将教师评价与学生评价、组内评价与组间评价结合起来,合理有效地对学生进行量化评价,以达到“以评促学”的目的。     

论大学英语教学中的形成性评价

教学评价是大学英语教学的一个重要环节,而形成性评价能发挥学生的主动性,为教与学提供及时、有效的反馈信息,有利于教和学过程的完善和发展。从形成性评价的概念入手,分析评价过程,通过与其他评价进行对比,阐述形成性评价的特点以及在实践中的应用。     

The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts.     

Assessment is learning: the preposition vanishes

Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.