高职院校职业情境化课程教学模式探讨——以TAFE的多样情境化课程教学模式为例

澳大利亚TAFE职业教育的课程体系和课程模式对我国高职院校教学改革具有重要启示,它以职业岗位工作分析为基础,具有能力导向、多样情境化任务驱动的特点。阐述TAFE多样情境化课程教学模式对我国高职课程教学改革的借鉴意义,通过实例探讨这种模式在国内高职财经专业课程教学中的实用性。     

我国高等职业教育评估制度政策发展探析

文章对我国高等职业教育评估制度的政策演变历程进行了一次比较系统的梳理,试图揭示出一系列重要政策出台的相关背景及原因,并对高等职业教育评估制度政策演变的不同阶段及其特征进行分析,在此基础上提出对我国高等职业教育评估政策发展趋势的一些思考     

A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students

Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.     

Identifying a K-10 Developmental Framework for Teaching Philosophy

Abstract

The intention of the study was to identify predictable opportunities for teachers to scaffold middle year students’ philosophical learning. Such opportunities were identified in terms of students’ readiness to learn certain behaviours in the context of a ‘community of inquiry’. Thus it was hoped that the project would provide a useful resource for the teaching of philosophy to middle year students by ascertaining how amenable philosophical learning was to this approach. The study investigated the following questions: (i) what are the indicators of the development under the influence of the COI?; (ii) do these indicators cluster in any particular way? and (iii) is it possible to identify any clustering of indicators that suggests developmental bands?     

Tutor feedback on draft essays: developing students’ academic writing and subject knowledge

Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been widely studied, despite a widespread perception that there is scope for intervention at university level. This article explores the developmental potential of a drafting/tutor feedback/redrafting process on a first-year undergraduate course for trainee English language teachers at a UK university. The aims of this small-scale, largely qualitative study were to ascertain students' perceptions of the process and to determine the extent to which the process could contribute to the development of students' academic writing. Data are derived from first and second draft essay marks and questionnaires administered to 32 students. Findings suggest that feedback on drafts is acted on and can contribute to improved work when it is timely and detailed and when it raises students' metacognitive awareness, as was the case in this project. Also noteworthy, however, are the students' perceptions that redrafting is cognitively challenging and time-consuming. Comments from a less academically confident student with regard to the quantity of feedback and its detrimental impact are of particular concern. Questions are raised regarding the use of tutor reformulation, the sustainability of AFL and the provision of feedback to – and its interpretation by – weaker students. Finally, some key indicators for improved future practice are presented.     

What (more) can,and should,assessment do for learning? Observations from ‘successful learning context’ in Singapore

Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.     

Prospective primary teachers’ perceptions about the use of mathematics homework

The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers’ views of HW have received limited attention. In this study, we survey primary pre-service teachers’ (‘PSTs’) views of HW use (n = 45 teaching grades 2–5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.

The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding.     

对排球技术评定考试方法的研究

排球技术评定考试方法的改革，主要是针对减少技术评定的主观性研究。在查阅了大量相关的文献资料后，制定了技术考试评定方法的细则，研究了扣分的幅，通过对新方法与传统方法的现场和录像评分的数据统计分析，得出新方法比传统方法对成绩评定，更为例题。     

科技评估DIIS方法

科技评估在科技管理中发挥着重要的作用,从智库角度而言,其不仅是智库研究的重要任务,而且是智库研究质量的重要保障。然而,现有科技评估方法通常作用于评估问题的局部,缺少从辩证法及系统论角度对科技评估全过程方法体系的思考与认知。为此,文章将潘教峰提出的解决智库研究一般问题的DIIS理论方法运用于科技评估,据此提出科技评估DIIS方法,进而从DIIS视角出发将科技评估在科技决策咨询中的作用界定为六大功能:证据形成功能、衡量比较功能、诊断分析功能、前瞻预测功能、价值导向与判断功能和质量控制功能。最后以机构评估、项目评估、政策评估和研究质量评估为例,分析科技评估DIIS方法的实践应用,以期为我国科技评估实践提供一种方法指引与支撑。     

水上交通加权安全评价中权重向量的异常分析

为提高指标权重在水上交通安全评价中的准确性,提出一种基于DBSCAN算法的权重向量异常分析方法.该方法选取加权评价法为研究对象,以DBSCAN算法为检测方法,对水上交通加权安全评价中的权重向量进行异常分析.实例表明,在130组数据中,异常权重向量共3组.从数据分布情况看,异常向量与正常向量有比较明显的差异,说明此方法能有效识别异常向量,是可行的.该方法对权重向量集进行分析后,可防止异常权重向量的干扰,提高评价结果的质量.