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1.
神经心理学评定是现代神经心理学的重要组成部分。它在协助临床诊断、鉴别及评价治疗效果中起着不可替代的作用。本在对神经心理学评定的历史沿革与发展概况作简要回顾的同时，对其四类评定方法：差异记分法、分散模式、分类解题法以及多项辨别函数分析进行了分析与探讨。并在此基础上，从方法学的角度对影响神经心理学评定信度效度的原因作了初步的分析。 相似文献
2.
采用顺序量表和语义评定法对心理学在大学生心中的形象进行了调查。结果表明,大学生对心理学有良好的印象,他们对心理学的科学性、应用性和其他性质给予很高评价,但也存在专业、年级和性别差异。作者分析了产生这些现象的原因,并对今后的心理学教学、科研和学科发展提出了自己的看法。 相似文献
3.
张民 《湖州师范学院学报》2000,(Z1)
运用心理学的研究方法,对体育课学生的心理负荷作了定性分析,探讨了心理负荷与制约因素的关系;研究了意向过程心理负荷曲线的变化特点,论证了心理负荷与学生体质、运动意志、教材喜爱度的内在关系,并制订出一种客观的测试与评定学生心理负荷的方法． 相似文献
4.
现代心理学实验室的建设与发展趋势 总被引：1，自引：2，他引：1
该文概括了心理学教学与科研实验室的建设思路与方向,分析了当今心理学实验室建设的趋势,并对心理学实验室建设中存在的问题作了初步探讨。 相似文献
5.
在神经心理学、认知心理学、心理语言学及其他相关学科的最新成果的基础上,在解释人的第一语言习得机制和语言能力方面作了一些尝试性的研究,简要论述了婴幼儿第一语言习得的语言能力,生理基础,思维语和逻辑思维能力及语言词汇平行储取机制的存在. 相似文献
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7.
进化心理学在作为心理学研究的一种新取向在迅速发展的同时也出现了大量的争议．文章对有关进化心理学的基因决定论、进化适应的环境、过度适应主义、心理模块、遗传神经生理基础方面的争议进行了澄清和分析,简要说明了应如何区别对待不同争议,促进学科发展． 相似文献
8.
积极心理学从主观、个体和群体三个层面对人类的积极品质和潜力进行了探索和研究。助学金具有重要的意义,但高校在评定助学金的过程中却存在很多问题,积极心理学的教育理念对助学金评定工作的开展有重要的启示和指导意义。 相似文献
9.
自我的神经心理学研究进展 总被引：2，自引：0，他引：2
本文介绍了自我的神经心理学研究,并解释了神经心理学的研究方法如何促进理解自我的本质。自我的神经心理学研究主要集中在两个方面自我参照加工和自我面孔再认,发现尽管许多病人的认知存在缺陷,但他们的自我人格特质知识保存完好;另外,还发现大脑右半球与自我面孔再认有密切的关系。 相似文献
10.
在神经心理学、认知心理学、心理语言学及其他相关学科的最新成果的基础上，在解释人的第一语言习得机制和语言能力方面作了一些尝试性的研究，简要论述了婴幼儿第一语言习得的语言能力，生理基础，思维语和逻辑思维能力及语言词汇平行储取机制的存在。 相似文献
11.
Assessment for learning in the accountability era: New Zealand 总被引：1，自引：0，他引：1
Terry Crooks 《Studies in Educational Evaluation》2011,37(1):71-77
The requirements for valid assessment for learning and assessment of learning are reviewed and then the tensions between these two purposes of assessment are explored, first in general and then within two areas of the New Zealand education system. First, the nature of assessment for learning in primary schools is discussed and how it is, or might be, affected by four accountability pressures associated with assessment of learning. The second area is assessment for qualifications in the final years of secondary education. Here, some of the assessment of learning occurs at local level, within schools, and the remainder occurs at national level. These two assessment pathways create substantially different conditions affecting assessment for learning. 相似文献
12.
Professional Legal Education in the Australian Capital Territory (ACT) is undertaken at the Legal Workshop. A problem‐based learning orientation is a prominent feature of their programme. In this paper the assessment of the problem‐based learning used in the Workshop is described. All stages of this assessment process, including setting the course objectives, defining the conditions under which the problems (tasks) will be undertaken, and setting the criteria which are the standards for the assessment of success in the task, are described. The importance of criterion‐referenced assessment in the stage of setting assessment standards is emphasised. The results of the first attempt to use this assessment method are then described, and problems emerging with the process are discussed. Although this first “reality test” reveals some difficulties with the assessment method, it is concluded that this novel and innovative teaching and assessment technique has been appropriately applied to Professional Legal Education. While some refinements are required in the implementation of the method, the overall assessment concept has been successfully developed. 相似文献
13.
《Educational Assessment》2013,18(1):19-37
The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks. Several key definitions of formative assessment are examined, and various means of conducting formative assessment are outlined. Numerous studies that have examined the effects of formative assessment on motivation and achievement are summarized. The theoretical link between formative assessment and several important motivational constructs is established, and suggestions for future research are delineated. 相似文献
14.
剑桥评价从国际视野的人才观念出发,提出了教育、教学的目的和人才培养目标。在中学教育中引入公民、信息交流技术和关键技能等课程,并与学科内容结合进行培训和考查。将中等教育的评价分为三种类型:质量评价、选拔评价和精英评价,实现特色选拔和个性化评价。同时,进行了计算机化考试的探索,科学、合理地将计算机技术应用于考试评价。 相似文献
15.
Kelvin H. K. Tan 《Educational Research for Policy and Practice》2013,12(1):21-41
Alternative assessment is an increasingly common and popular discourse in education. The potential value and benefit of alternative assessment practices are premised on significant changes in assessment practices. Many alternative assessment practices seek and promise alternatives to tests and examinations. However, labelling a practice as ‘Alternative Assessment’ in itself is not a guarantee of meaningful departure from existing practice. Such alternative assessment practices risk retaining and perpetuating the same limitations and adverse consequences of tests and examinations they claim to avoid. Recent developments in the assessment system in Singapore have given rise to increased attention to alternative assessment as a means of alleviating negative effects of testing and high stakes examinations. The success or limitations of these attempts are helpful in understanding how alternative assessment can be understood and used in different ways, and how each way of experiencing alternative assessment may be more suited to supporting learning than others. In this article, the results of a phenomenographic study on teachers’ experiences of alternative assessment in Singapore are presented. Three conceptions of alternative assessment are identified, each depicting a particular way of understanding and using alternative assessment in schools. These findings are subsequently examined in terms of the potential for teachers to understand and use alternative assessment to enhance students learning in sustainable ways. 相似文献
16.
陈忱 《四川教育学院学报》2012,28(3):94-98
教学评价是课堂教学的重要组成部分,科学的评价方式是实现课程目标的有力保证。受传统的教育观和人才观的影响,目前我国高中英语教学的评价方式还依赖终结性评价,学生成绩成为他们的最终定论,而他们的学习过程、情感态度、价值观和能力往往被忽视。文章将形成性评价引入高中英语教学中,以福建省漳州市第三中学高一年级学生为例,尝试使用问卷调查、课堂观察和学习档案袋这三种形成性评价的方法,旨在激发学生学习英语的兴趣,提高其学习的自信心和积极性。同时就形成性评价在实施过程中出现的问题进行了总结和反思。 相似文献
17.
美国堪萨斯州小学成绩报告单包括教师评估和标准化测验两个组成部分。在分析成绩报告单的基础上总结出堪萨斯州学业成就评估的特点即以课程标准作为评估内容、将学习目标的达成程度作为等级评分的依据、评估结果具有可比性以及对特殊儿童实施评估调整。最后为我国学业评估尤其是减负背景下的学业评估提供了一些参考性的建议。 相似文献
18.
对比美国加州小学数学教材可以发现,中国小学数学教材较为忽视教材对学生的评价载体功能,评价方式单一,还没有形成完整的评价结构,教材缺乏学生自评与互评的工具作用.而美国的小学数学教材却有着评价内容较为丰富,评价结构相对完整,评价方式多样,评价标准明确,评价目的鲜明等诸多特点.5点启示是:应树立评价意识;构建中国教材中的评价结构;创新评价方式;重视《数学课程标准》的指导作用;正确认识教材中评价的功能. 相似文献
19.
David Boud 《Assessment & Evaluation in Higher Education》1989,14(1):20-30
While the educational benefits of student self‐assessment are being increasingly recognised and self‐assessment procedures introduced into post‐secondary courses of many different kinds, the use of self‐assessment for grading purposes is a more controversial matter. Is there a role for student self‐assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self‐assessment should be considered and what evidence is available on the reliability of student‐generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self‐assessment indirectly into the formal assessment process. 相似文献
20.
《British Educational Research Journal》2004,30(1):93-116
Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices. 相似文献