大语文与小课堂--对文学课教学改革的思考与实践     

肖细白 《韩山师范学院学报》2001,22(4):108-113

语文教学不仅可以丰富学生的知识,陶冶学生的人格,提高学生的鉴赏力,同时还可以帮助学生热爱生活表现生活.音乐艺术,影视艺术,日常生活都可以走进语文课堂从而丰富语文课堂.语文课堂也可以演绎多彩的生活,文学更可以指点生活,丰富人们对于生活的感受.语文教学要善于打通文学与艺术的通道,打通文学与生活的通道,从而让学生的思维有一个健康而广阔的发展空间.  相似文献   

Approaches to Study and the Quality of Learning. Some Empirical Evidence from Engineering Education     

Vidar Gynnild  John Tyssedal  Lisa Lorentzen 《International Journal of Science and Mathematics Education》2005,3(4):587-607

In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology reached peak levels. This paper reports on findings from an action research project that was set up in 2002/2003 to improve the situation. The study confirms that students approach their tasks differently which contributes to qualitatively different learning outcomes. Furthermore, patterns of achievement in mathematics and physics in secondary education keep reoccurring in the calculus course, even though the teaching and learning contexts are different. The paper does not provide any definite answer as to why groups of students get involved in distinctly different learning processes, and it will take further research to decide the nature of commitment to the learning tasks. However, inspired by the notion of ‘practices’ this paper raises a discussion about the role of intentionality in learning processes. When doing mathematics, students are also in a process of being engaged in and developing a practice. It is a major challenge for academic staff to contribute to communities of practice that are conducive to learning.  相似文献   

Neuropsychological Assessment of First‐Year Architecture Students’ Visuospatial Abilities: Overview     

Aktan Acar  A. ebnem Soysal Acar 《The International Journal of Art & Design Education》2020,39(1):211-226

First‐year architecture students are expected to utilise visuospatial abilities to generate/construct, retain, rotate and manipulate space mentally and physically through physical and digital representations. This study of 57 female and 23 male participants was conducted to investigate first‐year architecture students’ visuospatial abilities by means of the Beck Depression Inventory, Logical Reasoning Test and Judgment of Line Orientation (JLO) test. Participants’ sexes, cognitive development level, depression scale scores, university entrance exam results, vision disorders, physical competences, art training prior to university and error types were the study’s main parameters. The results showed that academic scores of the participants both to enrol in the program and complete the first‐year studio did not correlate with their JLO scores. Nondepressed participants performed better in JLO. Error analyses demonstrated that there is a concentration on certain items according to the test stimulus line positions, especially in females. Those who reported limited physical and visual competency made more mistakes in the same items. The study concludes that sex, depression, and individual differences in physical and visual competency, and art training, are significant variables for visuospatial performance. Judging visuospatial parameters through spatial design exercises is different from having proper methods and instruments to assess the achievements of the students regarding those abilities in architectural design education. It is important to map students’ visuospatial abilities individually from a developmental perspective. There is a strong need to develop 4D psychometric instrument to assess visuospatial abilities.  相似文献   

Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study     

Phillip Dawson  Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2019,44(5):715-725

Contract cheating occurs when students outsource assessed work. In this study, we asked experienced markers from four disciplines to detect contract cheating in a set of 20 discipline-specific assignments. We then conducted a training workshop to improve their detection accuracy, and afterwards asked them to detect contract cheating in 20 new assignments. We analysed the data in terms of sensitivity (the rate at which markers spotted contract cheating) and specificity (the rate at which markers spotted real student work). Pre-workshop marker sensitivity was 58% and specificity was 83%. Post-workshop marker sensitivity was 82% and specificity was 87%. The increase in sensitivity was statistically significant, but the increase in specificity was not. These results indicate that markers can often detect contract cheating when asked to do so, and that training may be helpful in improving their accuracy. We suggest that markers’ suspicions may be crucial in addressing contract cheating.  相似文献   

Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity     

Lucie Mottier Lopez  Raphaël Pasquini 《Assessment in Education: Principles, Policy & Practice》2017,24(2):228-249

Abstract

This article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers’ summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input or theoretical preparation. In the second project, lower secondary school teachers were encouraged to compare their summative assessment practices with reference to a theoretical model of curriculum alignment, under the guidance of an instructor. The findings support the potentially constructive role of professional controversies in supporting teachers’ professional development for summative assessment. They highlight the status of references called upon in discussion of controversies, and their contribution to the construction of the subjects under discussion.  相似文献   

Trends in computer applications in science assessment     

David D. Kumar  Stanley L. Helgeson 《Journal of Science Education and Technology》1995,4(1):29-36

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.  相似文献   

“海丝文化”旅游圈标志景区（点）定量评价     

李永春  陈大涌 《泉州师范学院学报》2007,25(2):75-79

运用层次分析法(AHP)定量评价了泉州“海丝文化旅游圈”标志景区(点)的景观质量与开发潜势,将其划分为特品、优良、普通三个等级,结合“海丝文化”圈和旅游圈规划建设的需要,首次提出了“标志景区(点)”的概念.为“海丝”遗产旅游项目、旅游线路的规划设计,促进泉州从旅游客源地向旅游目的地的重要转变,提供了科学依据和可操作的开发建议.  相似文献   

Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice          下载免费PDF全文

Stephanie Elizabeth Wilson  Lisa Zamberlan 《The International Journal of Art & Design Education》2017,36(1):106-117

This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice.  相似文献   

“Students Get What Flows Downward”: District Leaders’ Rationalizations of the Standardized Testing of Children     

Charles Munter  Cara Haines 《The Educational forum》2019,83(2):160-180

What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the implementation of standardized testing policies. Results revealed variation in leaders’ framing of and rationale for standardized testing with respect to benefits for students and whether/why students should strive for high test scores. Implications for both approaches to standardized testing and broader improvement initiatives are discussed.  相似文献   

幼儿园课程实施中的教师发展评价   总被引：1，自引：0，他引：1  

蔡红梅 《南京晓庄学院学报》2006,22(5):104-107

新课程的实施对幼儿教师提出了新的要求,同时也就需要与之相应的新型的教师评价。本文主要从教师课程观念、实施能力、职业情感与态度的变化等方面,阐述了课程实施中教师发展评价的内容,并结合幼儿园的实例重点介绍了自我反思、专项测查、微格评价、作品分析等几种教师发展评价的方式方法。  相似文献