共查询到20条相似文献，搜索用时 31 毫秒
1.
王旖旎 《广东广播电视大学学报》2003,12(1):32-35
电大在课程设计时,往往要进行两种以上教学媒体的建设,各种媒体的教学功能不同。本文仅以“邓小平理论概论”课程为例,阐述音像教材设计思想,分析学生反馈意见,讨论音像教材的设计问题。并提出进一步的思考。 相似文献
2.
Moustafa Abdulkhalek Mohammed 《Educational technology research and development : ETR & D》1994,42(4):108-115
Conclusions The findings of this study revealed that the science and education faculties of are more apt to use audiovisual media than
the other faculty members. Transparencies, 16 mm films, and video programs are the most frequently used media. In general,
the faculty believed that audiovisual media made significant contributions in the teaching/learning process. They also indicated
some obstacles to the utilization of audiovisual media such as: lack of time to select and preview materials; the language
of materials; and insufficient variety of materials to correlate with the curriculum. The majority of faculty members indicated
that educational technology services are very adequate, while one third of the faculty did have problems particularly in the
production of audiovisual materials. Almost half of the faculty members cannot operate one or more categories of audiovisual
equipment. 相似文献
3.
The purpose of this study was to determine whether or not formative evaluation could facilitate goal attainment in a biochemistry course and produce desired learning outcomes consistently by altering course materials and/or instruction. Formative evaluation procedures included the administration of the Inorganic-Organic-Biological Chemistry Test Form 1974 and the Methods and Procedures of Science test to course participants over three consecutive years. A one group pretest-post-test design was used. The statistical analysis involved the use of the Wilcoxon matched-pairs signed-ranks test. The study involved 64 participants. The findings indicate that the use of formative evaluation can be effective in producing desired learning outcomes to facilitate goal attainment. 相似文献
4.
远程教育课程评估指标体系设计 总被引：1，自引：0，他引：1
杨亭亭 《现代远程教育研究》2002,(4):11-13
远程教育课程评估是教育评估领域中的专项评估，是课程建设后使用时期的终结性评估。远程教育课程评估是在多种媒体教材评估和考试成绩分析研究的基础上，进一步做课程评估的研究。本文从远程教育课程质量保证的课程方案、多种媒体教材、教学条件、教学管理、教学过程、教学质量等六方面基本要素，探讨远程教育课程特点、基本要素关系和功能、评估指标。本文的设计将用于中央电大计算机专业部分课程进行评估。 相似文献
5.
远程开放教育中形成性考核的思考 总被引：5，自引：0，他引：5
祝玉平 《湖北广播电视大学学报》2006,23(5):10-11
根据现代远程教育的特点,课程考核采取形成性考核和总结性考核相结合的方式。通过形成性考核,可加强对学生学习过程的引导、指导和管理,改善教与学相对分离的状态,培养学生养成自主学习的习惯,提高学生的综合素质。 相似文献
6.
基于网络的形成性考核与终结性考试研究 总被引：2，自引：0，他引：2
中央广播电视大学基于网络的课程考核,从2005年试点以来,规模不断扩大,其所采用的形成性考核与终结性考试一体化设计,考核方法、效果与以往的传统考核存在一定差异。我们采用线性回归的方法研究了形成性考核和终结性考试成绩之间的关系,发现基于网络的形成性考核和终结性考试成绩之间存在正相关关系,并且与传统的考核方式有着相同的规律性和有效性。 相似文献
7.
校外实训类课程是高等职业教育实践教学体系中不可或缺的重要环节,其课程思政的实施需深挖企业育人功能。以上海出版印刷高等专科学校印刷媒体技术专业职业技能实训课程为例,其优化课程思政的方法是,优化设计理念,凝练校企合作实践基地的思政资源,以"三寓三式"为基础和手段改革教学思路,创新教学方法,完善课程标准并修订评价体系,最终实现校企深度融合下"技能传授"和"价值引领"的同向同行,展示高等职业教学实践育人的特色。 相似文献
8.
如何将电影应用于英语视听说课中提高学生的听说能力和影视鉴赏评论能力日益成为搞视听说教学工作者所关心和探索的课题。分析探讨电影应用于视听说课优势,并从实际的教学实践出发,试探性地总结该课型的一些教学方法和途径。 相似文献
9.
张永胜 《广东广播电视大学学报》2007,16(4):19-21
形成性考核是对学习者学习过程的测评,对学习者的课程学习进行的阶段性考核.本文就电大开放教育英语本科《高级日常英语》形成性考核存在的问题及其相应的解决方案,提出了自己的一些看法,使形成性考核发挥真正的监督、调控教学的作用. 相似文献
10.
11.
文前国 《晋城职业技术学院学报》2012,5(3):19-21
随着国际会展业的发展,《会展英语》课程深受广大学生的喜爱。基于该课程的实践性和应用性特点,该课程实施形成性考核,以全面、科学地评估学生学习该门课程的教学成果,及时进行教学反馈和信息更新。考核设计中要严格注意考核内容的科学性,做到全方位、多维度地考核,并力求考核贯穿课程教学全过程。 相似文献
12.
Maurice Fauquet 《欧洲师范教育杂志》1980,3(1):7-23
Fauquet, M. “Pour une formation des enseignants à et par l'audiovisuel,” Revue ATEE Journal 3 (1980) 7‐23.
Teacher education geared to modern times has to deal with a new and double demand. The development of audiovisual educational technologies demands from an institution that it “educates” a teacher capable of incorporating these innovations into his practice. A training for the educational use of audio visuals presupposes an initiation into the production of audiovisual aids. It implies even more the study of semiology as well as that of psychological and sociological factors in the learning processes and communication aimed at the achievement of educational goals. This training has to be embedded in an education through the considered use of audiovisual aids. In a world where conditioning forces are ever increasing in strength it is essential that the teacher “educates himself” in such a way that he ensures his autonomy and favours that of his pupils. The strategy defined here makes possible a formative evaluation of the teacher training process. It takes as a starting point the awareness brought about by a supervised autoscopy and by discontinued teacher‐training‐periods inspires by micro‐teaching techniques which are themselves improved by sequential training techniques. 相似文献
13.
基于网络的课程形成性考核改革研究 总被引：3，自引：0，他引：3
王乃换 《江苏广播电视大学学报》2008,19(5):12-15
基于网络的课程形成性考核是远程开放教育教学改革的重要内容之一。“高级英语写作”课程是中央广播电视大学开放教育本科英语专业形成性考核改革课程。根据现行外语教学形成性考核教学改革的特点和原则,通过实验方法比较了该课程试点与非试点学员的考试成绩,对基于网络环境下课程形成性考核试点的优势与劣势进行分析。 相似文献
14.
现代远程教育中形成性评价的现状及对策研究 总被引：3，自引：1，他引：2
课程评价是网络教育中学生评价的重要内容,也是网络教育教学质量的保证。目前我国现代远程教育的课程评价仍然侧重于终结性评价,对形成性评价的重视程度不足。在对16所试点高校网络教育学院的调研中,从各网院的形成性评价和终结性评价的比例、内容、形式的分析中证实,这些试点高校开始重视形成性评价。实践表明,形成性评价对学生学习起着重要作用,是保证学习质量的一个关键环节。针对调研中发现的问题,加强形成性评价的策略是：对形成性评价正确定位、从教学设计和技术角度加强学习参与度评价、建立健全形成性评价的反馈机制,不断推进和创新形成性评价工作。 相似文献
15.
Yvonne Y. H. Fung 《Open Learning》2013,28(2):175-183
Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably. 相似文献
16.
孙尔英 《沈阳教育学院学报》2007,9(3):61-63
论述了教学评估是教学过程中不可缺少的重要组成部分,其方式直接影响教师的教和学生的学。通过对比两种不同的教学评价方式-重结果的终结性评估和关注学习过程、关注学习行为的形成性评估,阐述了形成性评估的优越性。并就形成性评估的操作方法以及在英语教学中的运用介绍了作者本人的实践,积极主张将形成性评估运用于外语教学。 相似文献
17.
王晓珉 《广播电视大学学报》2005,(1):120-122,125
远程教育是一种打破传统教学和管理方法，在准分离状态下，主要通过媒体来进行教学和管理的一种教育方式，评价远程教育的教学质量以及通过考试来测评远程教育学员学习质量的标准，应该具有其独特性。围绕“改变过去单一的终结性(期末)考试为形成性考核和终结性考试相结合，发挥形成性考核对教学全过程质量控制的作用”这一论题，探讨了形成性考核的内容、目的及作用；评述了形成性考核实施的现状，并提出了完善和发展形成性考核制度的一些思考。 相似文献
18.
This study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment. 相似文献
19.