高中英语学业质量标准研究

高中英语课程改革的重点是提炼英语学科核心素养,并在此基础上调整课程内容和课程目标,制定学业质量标准,深化考试与评价改革。学业质量标准具有特别重要的意义:它既要基于核心素养和课程内容,指导教育教学过程,又要作为考试与评价的重要依据。笔者重点探讨研制高中英语学业质量标准的意义、在课程实施过程中学业质量标准的定位和功能。     

“素养为本”的化学课堂教学的设计与实施

提高"素养为本"化学课堂教学能力是新修订的《普通高中化学课程标准(2017年版)》对教师提出的新要求。"素养为本"化学课堂教学要以发展学生化学学科核心素养为主旨,将落脚点放在课堂教学设计和实施上。教学设计应注重学科主题整体设计,课堂教学板块和学习任务的具体设计,教学实施应注重采取化学核心教学策略,引导学生形成化学认识视角和认识思路,发展学生高阶思维。     

论素养本位的知识教学——从“惰性知识”到“有活力的知识”

我国知识教学深陷"惰性知识"的困境,学生获得的知识仅能满足应试的需要,却难以在复杂的生活情境中灵活地迁移与运用。素养是运用知识、技能与态度解决不可预测情境的高级能力。回应素养时代的变革挑战,要求知识教学从"惰性知识"转向"有活力的知识"。实现"有活力的知识"与素养的生成,有必要理解知识教学的情境逻辑、重建知识教学的实践意义以及实现知识教学的个人维度。     

美国高校图书馆专业馆员职业能力调查与分析——高校图书馆招聘视角

文章以美国图书馆协会JobLIST网站发布的高校图书馆专业馆员招聘信息为数据源,基于高校图书馆招聘视角,就美国高校图书馆专业馆员职业能力展开调查与分析。研究发现:美国高校图书馆专业馆员的职业能力可以归纳为4大类:学历、经验、知识与技能、能力,调查的183个职位均要求至少具备4类能力中的3类;美国高校图书馆重视专业馆员的图情专业教育,图书馆从业经验是招聘专业馆员的重要条件。针对我国高校图书馆专业馆员职业能力发展,提出加强职业能力教育、制定专业馆员的职业能力要求、重视专业馆员的图情专业继续教育、专业馆员积极提升职业能力等建议。     

Insights From an Evaluability Assessment of the U.S. Forest Service More Kids in the Woods Initiative

We conducted an evaluability assessment of the U.S. Forest Service's “More Kids in the Woods” internal grant initiative based on a review of 26 funded proposals, the creation of logic models, and a survey of project leaders. Evaluations of the initative are warranted because it has clear outcome objectives, is implemented as intended, and results suggest plausible benefits associated with providing underserved youth with outdoor experiences. Findings also point to the types of evaluations that will be useful and add to the limited literature on environmental grant programs as well as environmental educators’ evaluation interests, practices and perceived competencies.     

Higher education students’ experiences of a short-term international programme: Exploring cultural competency and professional development

Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.

Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.

Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.

Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.

Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness.     

基于胜任特征的高职生就业能力培养设计*

本文介绍了基于高职生成功就业胜任特征模型的高职生就业能力培养设计的研究,提出胜任特征水平测试、鉴定胜任特征差距、规划胜任特征差距、自我指导的行动学习、评估行动学习结果等五个环节的基于成功就业胜任特征的自我指导的行动学习法,列举基于胜任特征就业能力培养的需求分析所需胜任特征目标和评价标准。然后提出了基于胜任特征高职生就业能力培养时应当注意的一些问题和思考。     

The Politics of Standards and the Education of Teachers

A number of industrialized countries around the world are in the process of creating new directions for education, focused on elementary and secondary schools and the preparation of teachers in universities. Those directions, it has been suggested, will enhance not only the education of children and adolescents, but will lead to expansive improvements in people's social and economic well-being and will advance our technological capacities. Teacher educators and K-12 teachers are now in the midst of coming to grips with a new approach to the education of prospective and veteran teachers. While I am not sanguine about earlier attempts to improve the quality of teacher education programs, I also believe the current emphasis on national standards for P-12 teachers and university faculty in the United States and elsewhere must be challenged and critiqued. Standards Based Teacher Education (SBTE) relies on a set of ideas and commitments that needs to be both understood and critiqued. The SBTE process has approved sets of aligned external standards that encompass specific kinds of performances, outcomes and dispositions, and are linked to accreditation requirements. The process of teaching in this system is based on a technical-rational approach to teaching, and largely ignores social, political, and philosophical understandings. The present paper provides an analysis of SBTE and its shortcomings, as well as suggesting an alternative vision for the preparation of teachers.     

The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment

This article describes the design and evaluation of a blended online/face-to-face course completed by more than 6000 learners throughout the United States of America and internationally. The educational impact was monitored using a variety of evaluation strategies. The results, in terms of achieved knowledge and overall satisfaction, indicate that a focus on online instruction combined with face-to-face, hands-on activities showed statistically significant improvement in the learners' understanding of the course material, while also validating the impact of the curriculum in their workplace. As illustrated through the blended course design, this study further showed that online learners with greater improvement in their pre- and posttest scores also exhibited significantly greater likelihood in demonstrating competency in several areas during the hands-on portion of the course. In particular, participants working in the information systems field exhibited the highest mean difference score (21.49) on the pre- and the posttests, while those working in the laboratory had the lowest (12.17). Likewise, the odds that participants who reviewed the course contents sought to further understand their job roles was 58.2 times greater for those in information systems, while it was only 19.0 times greater for laboratory staff, than those who did not review their job roles.     

From an Initiative to a Program

SUMMARY

The UCLA Library has had a long-standing commitment to the attributes espoused by the teaching library model outlined in the seminal essay by Stoffle, Guskin and Boisse, “Teaching, Research, and Service: The Academic Library's Role” (1984). Information literacy was identified as a goal in the Library's strategic plan in late 2001. This served as the catalyst for the library's two-year Information Literacy Initiative (ILI). The ILI provided a mechanism for systematic library-wide and campus-wide planning and collaboration to promote information literacy among the campus community. This case study outlines the multi-faceted approach of the ILI program to further information literacy at a large, research-based university, addresses problems and barriers, and offers some solutions for collaborating with campus and library constituents. Program assessment, impact, and future directions are discussed.