论教学存在的整体分析框架

教学是一种人为的和历史性的存在，实体、活动，关系及过程等作为有效分析教学存在的基本维度，共同构成了教学存在的整体分析框架和基本表征方式，透过对教学存在的系统结构所进行的静脉分析，以及对随着时代和社会文化历史变迁而发生的形态嬗变所进行的历时性考察，有可能合理地把握教学存在的整体意蕴，一般取向和历史特征。     

如何把评价融入到体育教学进程中

评价已经成为教学理论模型"计划—教学—评价"的一部分,它对教学进程产生直接影响。但是它没有得到从事体育实践教学教师的应有关注,怎样在教与学的过程中运用好它是一个问题,通过研究,这里我要提出我的观点。     

教学本体问题研究的方法论范型

教学是一种人为的存在,这是教学本体问题研究的基本前设。作为应然存在与实然存在的统一本,教学有着四种不同的存在形式。教学本体问题研究,主要以客观教学存在为研究对象,在本体论的层面上展开,其思维方式需要经历价值判断与事实判断的对立统一与过渡转换。这样的研究,应深深植根于人与化的世界,取向于人与化的辩证同一,从而体现出对于人的化生成的终极关怀。     

大学教学生命意义的审视与建构

纷繁复杂的教学改革、莫衷一是的教学研究不太关注教学自身,而教学自身便是教师的教和学生的学,是教学的本体。教师和学生作为具有生命意义的个体,其生命意义的彰显与自我认同关乎教学质量。教学作为师生生命历程的组成部分,具有丰富的生命意蕴。然而当前非生命化教学中的诸种弊端,如唯知识传授与技能训练取向,使原本具有丰富生命意蕴的大学教学丢失了师生的生命意义。在审视大学教学生命意义失落根源的基础上,试图建构一种生命化教学观。探究一些概念和观念。以期发挥价值导向作用。     

Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)

The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ²/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.     

高密度微型短文写作对学生写作能力发展的影响——一项专科英语专业“项目驱动”写作实验研究

在国内,对于整个写作教学改革而言,大学生英语自主写作研究并未得到足够重视。基于此,借鉴前沿写作教学理论和现有相关研究成果,通过一项基于"项目驱动"的高密度微型短文写作实验,探讨建立一种有利于强化专科英语专业学生自主写作意识,培养自主写作能力,提升人文素养的写作教学模式。     

Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation

Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect in writing on their experiences of studying and learning. Fifteen of them also took part in interviews which explored in some detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses of the students’ written accounts and the interview data focused on the students’ experiences of studying and of understanding in relation to course work in engineering. The majority of the students reported problematic first-year experiences and testified to a sensation of ‘falling out of phase’ with their studies. This sensation was frequently coupled with a lag in coming to understand course material, which may be characterised in terms of delayed understanding. The notion of delayed understanding is discussed in relation to ideas about students’ perceptions of the learning environment and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a solid understanding of course material in engineering education. In conclusion, it is suggested that the the notion of delayed understanding captures the complications of a study situation in which a perceived lack of time to reflect on learning material obstructs students’ understanding of course material in engineering, and also points up a more general aspect of learning observing that time to reflect on previous experiences is an essential component of the process of coming to understand learning material in a particular educational setting.     

Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las competencias en el currículo de educación primaria según la percepción del profesorado de la Región de Murcia

The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, learning and evaluation. The hypothetical prediction model confirmed the high predictiveness of pre-service teacher education and continuous professional development regarding the proper development of the main elements of competency-based learning which contribute to achieving the purposes of today’s education. One of the possible recommendations that could facilitate the inclusion of the key competences in the curriculum according to their perception is teacher training geared towards pedagogical models adapted to the reality of teaching today which optimize teachers’ professional performance and students’ academic achievement.     

基于"教学研"相结合的实验室建设与管理探索

对传统实验室建设与管理的反思,对教学实验室和科学研究实验室相结合进行了一定的探索,提出了其必要性、实验室技术队伍的建设和实验室管理改革与效益的提高,特别简述了两者相结合进行建设对创新型人才的培养、教师队伍建设及科研水平提高的影响.     

Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education

This article examines an innovation in teaching-learning and assessment processes through the use of a platform called the Competency Assessment Tool (CAT). It allows for the tracking of student blogs with the objective of improving self-reflective processes and providing feedback. The experiment was carried out in six universities in Catalonia, Spain, and involved seven different subjects. The CAT platform and its features related to the acquisition of competencies are presented, as are users’ opinions on the metacognitive and feedback processes provided by the tool. The methods used were questionnaires received by students and teachers. Results show a high level of satisfaction for all those involved and emphasise that student participation in the assessment process increases their awareness of the teaching-learning process through self-regulation procedures. The most significant result is related to the use of electronic tools as an appraisal instrument and their enhancement of competency-based assessment.