基于绩效的教师培训与发展模式     

方柏林 《开放教育研究》2007,13(1):67-70

网络教学师资的培训和发展并非在真空环境下发生,组织者需要考虑网络教育的采用(adoption)和使用效率(effectiveness)的提高两方面因素。传统的培训方法并不能满足教师需要。本文从系统的绩效分析出发,提出了一个系统的网络师资培训模式,该模式中提出了一些不同于传统培训的新方法,比如绩效支持、知识共享、用户社区和形成性评估。  相似文献   

Enhancement of Quality in Chemical Inquiry by Pre-University Students     

Lisette Van Rens  Albert Pilot  Hans Van Dijk 《International Journal of Science and Mathematics Education》2004,2(4):493-509

Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on Diffusion of ions in distilled water. The learning materials for this student inquiry project, the teaching scenario and the website were designed in cooperation with five chemistry teachers. Three teachers from this network and two other teachers also implemented the project with 80 students to find out whether the emphasis on relevant concepts of evidence (CoE) improves the quality of student inquiry outcomes. This part – with its emphasis on the CoE – in the student inquiry task is based on four key features: the students feel motivated to explore, focus their attention on, give meaning to and reflect upon CoE. In teams students conducted a guide experiment, analysed a scientific article, did an inquiry and wrote a report, discussed CoE with peers on the Internet and rewrote their reports. All lessons were observed, field notes were made and analysed on whether the intended student activities had been realised. The Internet discussion was recorded in a database and analysed. The first and final reports of all teams were coded and analysed. Also the students appreciation of the activities was assessed. The teaching and learning activities were realized to a very large extent as planned in the design. The emphasis on CoE resulted in 65% of the students achieving a sufficient level of quality in their final reports.  相似文献   

大学英语教学中的形成性评价及策略研究   总被引：9，自引：0，他引：9  

傅春晖  彭金定 《湖南师范大学教育科学学报》2006,5(4):123-125

形成性评价注重对学生的学习过程进行评价，及时提供反馈，调整教学，满足学生需求。将形成性评价恰当地运用到大学英语课堂，能显著改善教学效果，有效弥补当前大学英语教学与测试的一些不足，并帮助学生成为自主高效的学习者。  相似文献   

径向基函数神经网络与稀土卤化物标准生成焓的研究     

杨兴华  张南生  王文峰 《怀化学院学报》2005,24(2):46-48

研究并应用径向基函数神经网络(RBF-network)对稀土卤化物标准生成焓进行定量建模,相关系数r达到0.9985,样本误差较小,显现了神经网络方法在该领域的优势.交互预测结果证明模型具有好的稳定性和泛化性能,对7个未知样本所作的预测有一定参考价值.  相似文献   

Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)     

Javier Fernández-Ruiz  Ernesto Panadero 《Infancia y Aprendizaje》2020,43(2):309-346

ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.  相似文献   

开放教育形成性考核册浅析     

李兵庆  寇从奉 《湖北广播电视大学学报》2006,23(4):26-27

如何实施远程开放教育学生自主化学习的监控,是开放教育完成教学任务的一项重要步骤。历年来,我国远程开放教育对学生学习每门功课进行监测都是利用中央电大或省电大的形成性考核册来完成的,在使用过程中,有利有弊。本文对形考册和网上作业进行分析,旨在探索更好的考核办法来促进开放教育的发展。  相似文献   

高职教育课程形成性考核探讨   总被引：16，自引：0，他引：16  

李家林 《职业技术教育》2006,27(28):44-46

课程形成性考核能够加强学习过程控制，及时调整教学节奏和方法，可以全面、客观地评定学生的课程学业成绩。高职教育课程形成性考核的内容应包括学习态度、学习能力和学习效果三方面，其在课程考核总成绩中的比重根据课程的性质和特点确定。考核的实施必须遵循一定的原则和标准，并要建立相应的质量监督机制予以保障.  相似文献   

科学赝品的成因及预防探析   总被引：2，自引：1，他引：1  

谢星海  张景生 《科学学研究》1998,16(2):82-88

本文分析了科学研究领域内产生赝品的各种原因,提出了预防科学赝品出现的有效途径  相似文献   

高校教师对形成性评价的建议与看法     

俞洋  唐维兵  周小冬  唐卫卫  薛仁杰 《教育教学论坛》2022,(4):38-41

为了解我国高校教师对形成性评价的认识情况,为高校开展形成性评价提供参考,通过问卷调查全国19所高校385位教师对形成性评价的认识、意见和建议.结果显示,93.25％的教师认为形成性评价有助于了解学生的学习情况,75.06％的教师更支持使用形成性评价,尤其是教龄在20年以上、课堂结束会进行小测的教师,71.17％的教师认...  相似文献   

高校思想政治理论课过程评价初探——以思想政治理论课教师专业发展为视角     

韦世艺 《宁波大学学报(教育科学版)》2009,31(1)

过程评价对课堂教学活动的作用机制具有即时性、反思性、同向性和系统性的特征.过程评价的有效实施有利于增强教师对课堂教学的反思自觉进而推动教师自身的专业发展.增强思想政治理论课教师在过程评价中的主体意识、提高对课堂教学有效性的认识水平和开展行动研究是思想政治理论课教师通过过程评价有效实现专业发展的内在要求、前提条件与基本途径.  相似文献