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1.
《工业工程概论》是一门为培养学生工业工程的基本理论与方法以及国际化视野的双语课程。针对该课程教学内容多而分散等问题,结合各教学单元知识点的结构与特点,从教学内容整合、教学内容细化、教学内容更新三个角度出发,开展教学内容重构方面的实践,并从教学资源建设、教学模式改革、考核方式变革等方面对教学内容重构的有效实施展开探讨。 相似文献
2.
在明确《综合英语》课程的教学目标是促进学生语言能力与思辨能力融合发展的基础上,构建本课程的形成性评价模式,包括设立目标与任务、制定与分享标准、引出与收集证据、评估与反馈、反思与调整。通过教学实践检验其有效性,并讨论影响有效性的因素。对课程反馈、反思日记、平时作业的定性与定量分析表明,该模式能有效促进学生的语言运用和思辨表达能力;主要影响因素包括:语言与思辨目标和标准的清晰界定;任务活动驱动课堂的有效互动和思辨对话;自评、互评、师评有效机制的建立以及反馈的及时性和针对性。 相似文献
3.
Yvonne Hodgson Cristina Varsavsky Kelly E. Matthews 《Assessment & Evaluation in Higher Education》2014,39(5):515-530
This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students’ perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student’s perspective. Further research is required to actually measure the skills that students gain over their whole programme of study. 相似文献
4.
David Rear 《Assessment & Evaluation in Higher Education》2019,44(5):664-675
In today’s market-driven educational culture, universities are coming under increasing pressure to justify funding through the disclosure of measurable outcomes in education and research. One educational objective that receives particular attention is critical thinking, regarded as an essential skill in both academic and work environments. The assessment of critical thinking has become a significant enterprise, with a number of standardised tests available for both individuals and organisations. While these tests are based on well-known taxonomies of critical thinking, this paper argues that institutions should be wary of using them as a means to measure educational outcomes. First, they fail to take into account fundamentally contested issues within conceptions of critical thinking. They also have significant weaknesses in terms of validity and reliability. Finally, and most importantly, they provide only a limited assessment of critical thinking, failing to evaluate the skills exercised in real-life academic tasks. A more effective approach to critical thinking testing would be one implemented at a faculty level, with assessments carried out on coursework integral to the curricula of specific academic disciplines. 相似文献
5.
Clare Delany Lachlan Doughney Lilon Bandler Louise Harms Shawana Andrews Patricia Nicholson Louisa Remedios Wendy Edmondson Lauren Kosta Shaun Ewen 《Higher Education》2018,75(2):255-270
In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. 相似文献
6.
Pi-Jen Lin 《International Journal of Science and Mathematics Education》2006,4(3):545-580
The study was designed to support teachers on conceptualizing their understanding of students' learning by the use of assessment
tasks. A school-based assessment team consisting of the researcher and four third-grade teachers teaching in the same school
was set up as a learning context of supporting teachers in developing assessment tasks integral to instruction. The assessment
tasks along with students' responses to the task, classroom observations, interviews, routine weekly meetings, teachers' weekly
reflective journals, and students' responses to the assessment tasks were the data collected in the study. The teachers' views
of using assessment tasks and the generation of assessment tasks were developed in the course of the study. In the process
of generating assessment tasks, teachers improved their awareness of students' various solutions and learning difficulties
to a specific problem, their awareness of the importance of developing students' critical thinking, and their awareness of
where students need to make a remedial instruction.
The research reported in the paper was supported by the National Science Council of Taiwan under Grant NSC 90-2521-S134-003-.
The opinions expressed in this paper are those of the author and do not necessarily reflect the view of funding agency. 相似文献
7.
Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking. 相似文献
8.
Julie BoarerPitchford 《Community College Journal of Research & Practice》2013,37(12):1067-1082
Critical thinking is an important outcome of a college education. Assessment techniques that require students to demonstrate their understanding of course concepts are referred to as authentic assessment and promote the development of critical thinking. Little research exists on the types of assessment and grading practices utilized by community college instructors. This research examined the incidence and nature of various assessment practices used by community college faculty for basing the course grade. In addition, the study also examined the percentage of course grades that was based on traditional and authentic assessment and factors that may influence the use of assessment techniques. To facilitate the study, an online survey instrument was used to obtain data from faculty employed at two community colleges in California. Study results revealed that a variety of assessment practices are used by community college instructors with differences in relation to faculty status, level of academic achievement, online teaching status, and years of teaching experience. In addition, findings indicate that faculty primarily use authentic assessment in basing the course grade as compared to objective or traditional assessment—suggesting that they are using assessment techniques that promote critical thinking. A significant finding was that part-time faculty emphasize objective exams, attendance, and homework whereas full-time faculty emphasize research projects and learning journals. Findings suggest that professional development may be warranted for faculty by faculty status. 相似文献
9.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
10.
陈艳君 《宁波教育学院学报》2013,15(1):89-92
本研究将思辨能力的构念模型作为理论框架,以报刊英语教学为实践基础,从开展多元化阅读任务,主题式课堂讨论,真实性互动实践和自主性阅读评价四个方面探讨培养思辨能力的教学模式,为通识教育体系下如何更好地将语言技能训练与思维训练紧密地结合起来提供了实践方面的建议和参考。 相似文献
11.
Kate Ashcroft 《Assessment & Evaluation in Higher Education》1987,12(1):37-45
This paper is concerned with the processes and thinking that were involved in the development of a highly innovative BEd degree course within the modular course of Oxford Polytechnic. The rationale for the degree course will be considered, followed by a discussion of some of the processes involved in implementing that rationale. The development of a particular basic first year module will be looked at in depth as a case study illustration of innovative teaching, learning and assessment methods, including distance learning, peer teaching, self assessment, group projects, first hand research, analysis of group dynamics and critical enquiry. 相似文献
12.
Anna Jones 《高等教育研究与发展》2004,23(2):167-181
This paper is an investigation of understandings of critical thinking from two teaching perspectives: academic staff and tutors. It explores critical thinking as situated within an assessment task in introductory macroeconomics. This study found that while the two academic staff conceptualized critical thinking as a set of concrete cognitive skills, the tutors challenged this notion. Although tutors used the way of understanding critical thinking identified by the academic staff in their teaching and marking, they also discussed broader notions of critical thinking that they saw as a fundamental aspect of the discipline. The paper examines the multiple constructions of critical thinking in this setting and its broader implications. 相似文献
13.
生物制药是一个高科技的新兴产业,要求从业人员具备良好的科研素养。为此,高职生物制药类专业不仅要培养学生的动手能力,更要培养其批判思维、科研意识和创新精神。实践表明,以企业的典型生产情境为依据,将科研任务融入生产项目,是推动高职生物制药类专业学生科研能力教学改革的有效途径。 相似文献
14.
基于对我国网络环境下的大学英语听说行动研究的总结,该研究力图找出提高大学生听说能力和培养其自主能力的教学模式。在网络听力教学中,元认知知识传授与融入教学内容的元认知策略运用、形成性评估体系的引入,学生为主体的档案袋学习记录的建立,是有效听力教学模式的重要环节。四、六级网考的实施促进英语口语能力培养的研究。英语听说综合能力培养教学模式还未形成,在听说任务的科学组合、口语评价标准的确立、口试的设计实施等方面的行动研究有待深入。 相似文献
15.
Martin Davies 《高等教育研究与发展》2013,32(4):529-544
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. 相似文献
16.
批判性思维是当今国内外教育研究中的热点话题,对培养学生的创造精神和创新能力具有十分重要的作用。但在我国语文教学中融入批判性思维的教学尝试与实践少之又少,高职院校学生存在明显的批判性思维能力缺失。本文通过对批判性思维能力进行概述,结合语文教学的现状,对在语文教学中培养学生的批判性思维进行了探讨,旨在培养学生批判性思维意识,提高其创新精神。 相似文献
17.
洪明 《浙江教育学院学报》2014,(4):32-38
提高思辨能力是高校英语专业学生培养的一项重要目标。将阅读与写作任务有机整合,是提高思辨能力的一个重要途径。实现该目标的第一步是研究思辨能力的构成,然后根据协同效应理论,设计读写协同任务,整合阅读与写作,以此提高学生的思辨能力。研究表明,虽然阅读与写作分别代表输入与产出两个不同指向的认知活动,但是当两者通过协同任务有机整合时,可以发挥协同效应,促使学生与原文作者进行模拟互动,激发学生积极的思辨活动,从而提高思辨能力。 相似文献
18.
While critical realist (CR) ontological and epistemological perspectives and research approaches are becoming more widely adopted by higher education researchers, the scope of research is relatively limited, and novice researchers in the area still struggle to create rich, in-depth, and critical accounts of these approaches ‘in action’. This article provides an account of teacher-researchers’ exploration of these perspectives in the context of an important aspect their everyday teaching practice – the design of effective curricula and learning environments. The context is research that focused on the design, evaluation, and enhancement of learning environments intended to facilitate students’ development of design thinking expertise. The article outlines the researchers’ CR paradigm positioning and implications for methodologies used to gather, analyse, and theorise data about the response of design and business students to three iterations of a design thinking learning environment. The research involved action research that integrated survey, case study, and theorising methodologies. Examples of data, analyses, and explanatory theory are provided to give insights into specific research tasks and their outcomes. Possible explanations for the findings and their implications for attempts to enhance the learning environment are considered from a CR perspective along with challenges that deploying these approaches may entail. 相似文献
19.
As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon written reflections, focus-group interviews and observations of seminar sessions. Data analysis was inductive, involving categorical aggregation followed by a search for correspondence and patterns. The results indicated that the pre-service teachers misunderstood action research, and also held a negative attitude toward it, both of which led them to superficial analyses of practice. They struggled with time limitations, data gathering and interpretation strategies. In spite of the struggles they experienced, these pre-service science teachers did learn more about the action research through collaboratively working with cooperating teachers and university supervisors and on-campus seminar discussions held concurrently with the fifth year internship. Recognizing and understanding the reasons and thinking patterns at the root of these teachers' difficulties with learning about action research can form the basis for reflecting on and rethinking the components of science teacher preparation programmes in Thailand. 相似文献
20.
姜奕 《湖北第二师范学院学报》2014,(11):105-107
如何有效培养学生批判性思维能力是英语专业本科阶段的教学目标之一。本文回顾了批判性思维能力研究概况,针对英语专业课程教学现状,探讨将批判性思维能力的培养融入了课程教学改革的有效途径。 相似文献