一种基于新型教育观念的考试改革方案

从国际国内教育思想的发展和变革出发，指出适合中国国情的“主导——主体相结合”的教育思想是教学和考试改革的指导思想，给出了一个在这一思想指导下的考试改革方案。     

Out-of-school learning in the botanical garden: Guided or self-determined learning at workstations?

Guided tours are the method of choice for school classes visiting botanical gardens. However, it remains unclear, which influence such teacher-centered approaches have on learning outcome in such informal learning environments. We compare a teacher- to a student-centered learning at workstations program under the topic plants and water. 16 school classes at eighth grade visited the botanical garden of the University of Würzburg, attending either one of both treatments. We used multiple-choice questionnaires measuring knowledge scores and found no significant differences in learning outcome – tested in a pre-post-retention design. We also monitored the students’ intrinsic motivation, which resulted in similar and high scores. Possible causes for our results and consequences for education at botanical gardens are discussed.     

Potential classroom stressors of teachers: An audiovisual and physiological approach

The number of teachers leaving their professions due to high levels of stress is a growing worldwide concern. Previous psychological and physiological research has already identified potential classroom stressors: low student engagement and motivation, negative teacher-student relationships and interactions, as well as teacher-centered activities. The current study extends this research by examining the frequency and intensity of these stressors during actual classroom teaching. The heart rates of 40 teachers were recorded throughout one real-life classroom lesson as a proxy for teacher stress. Heart rate measurements were used to select potentially stressful and non-stressful classroom situations. We transcribed the interactions during these situations and coded the stressors according to the previously mentioned stressor categories. Multilevel regression analyses were conducted to predict teachers' heart rates based on the occurrence of classroom stressors. Students’ low engagement and motivation, as well as teacher-centered activities, significantly predicted an increased heart rate. However, pronounced differences were observed between teachers in what they experienced as stressful. This points to significant individual differences in teacher stress triggers and processes. Implications for research and practice are discussed.