论中小学教育评价的变异机理与修复策略     

龙宝新  孙瑞芳 《当代教育科学》2021,(1)

“唯分数”的教育评价体制是导致我国中小学“应试教育”死循环的原点,根治“应试教育”的毒瘤必须深入教育评价运行的“内循环”系统中去。从发生论角度看,教育评价的元模型是其三个环节——维度抽取、刻度度量与结果适用等铰链而成的一个闭路循环。当代中小学教育评价变异现象滋生于该模型的各个链环上,一味追求可测化、数量化、社会化是教育评价离心运转、逐步异化的内因。从变异机理上分析,中小学教育评价变异源自维度抽取中的顾此失彼、属性量化中的意义耗散与社会适用中的分数暴力。面向未来,中小学教育评价异化现象的修复路径是:倡导“三个兼顾”,让评价工作在回归评价对象的整体、本体与教育属性的过程中有效应对异化现象的发生。  相似文献   

中国传统乐谱略论——兼论"曲线谱"的备忘录功能     

杨咏 《江西教育学院学报》2007,28(1):110-113

在中国传统音乐中,不同乐谱的记谱形式所具备的功能特征不尽相同,所要达到的目的也各有侧重。“曲线谱”记谱,包括汉族地区流传下来的乐谱以及其它少数民族地区的音乐记谱,这些乐谱以其简洁明了、易学易记、形象生动等特点,反映了一定时期社会的发展和音乐文化的具体需要,体现了乐谱的备忘录功能。  相似文献   

用FoxBASE+管理高校田径运动会成绩的一个实例     

王峥  陈东 《连云港师范高等专科学校学报》2002,(3):91-93

高校田径运动会成绩数据较多 ,需要进行大量的计算 ,管理起来很不方便。用FoxBASE 关系型数据库管理系统对田径运动会成绩进行管理 ,大大加快了运动会成绩输出 ,提高了运动会成绩的可靠性。  相似文献   

外语阅读焦虑和模糊容忍度对外语阅读理解的影响研究     

杨晓健  陈海明  张志刚  徐姗丽  吉晓霞  张春艳 《金陵科技学院学报(社会科学版)》2008,22(4)

利用两种测量手段,对学生的外语阅读焦虑、外语学习模糊容忍度和外语阅读理解成绩进行测试和相关分析。统计结果显示：学生的外语阅读焦虑和外语学习模糊容忍度均为中度;且阅读理解成绩与外语阅读焦虑呈负相关关系,与外语学习模糊容忍度呈正相关关系;外语阅读焦虑与外语学习模糊容忍度呈负相关关系。  相似文献   

初中生数学逆商的调查与分析——基于数学考试成绩和数学考试焦虑维度     

曹春艳  张定强 《数学教育学报》2012,(2):23-25

基于数学考试成绩和数学考试焦虑的维度探讨影响数学逆商的因素有利于揭示初中生数学学习过程中的真实状态,探寻大面积提高学生数学学习水平的方略.采用自编的数学逆商调查量表、数学考试焦虑量表以及学生期中数学考试成绩等对初中生进行调查.发现:初中生的数学逆商和数学考试成绩呈显著正相关(P<0.01),数学考试成绩对数学逆商具有显著影响作用.初中生的数学逆商和数学考试焦虑呈显著负相关(P<0.01),数学考试焦虑的缓解有利于数学逆商的提升.  相似文献   

Reading and Related Skills in the Early School Years: Are boys really more likely to struggle?     

Lisa Limbrick  Kevin Wheldall  Alison Madelaine 《International Journal of Disability, Development & Education》2012,59(4):341-358

This study examined whether boys and girls in the early school years differed in reading and related skills, and their rates of progress. Gender ratios were calculated to ascertain whether there were more boys than girls who struggle with different facets of reading, and whether the variability of boys’ scores resulted in more boys being identified as poor readers, as evidenced by previous studies. A sample of 335 students in Years 1 and 2 were administered six reading and related assessments. Boys and girls did not significantly differ on any of the measures, and differences in gains were negligible. Boys did not consistently demonstrate significantly greater variability in scores (with the exception of single-word reading and spelling in Year 1 only). These differences, however, did not affect gender ratios for poor performance. Gender ratios were relatively low across measures, but increased with years of schooling. Implications of the results are discussed.  相似文献   

软件设计与开发实践课程探讨分析     

娄久  李秀坤  张茹 《实验技术与管理》2012,29(4):186-188

主要介绍软件设计与开发实践课程的教学目的、教学内容及考核方式,并基于学生反馈信息,重点考察了编程能力、团队协作和自主创新3方面的教学成果。实践分析表明:基础算法设计与综合项目开发结合的课程内容设置有助于学生理论知识的加深和项目开发能力的提高;自主选题的方式充分调动了学生的学习热情和创新动力;基于项目驱动的阶段式累加考核方式保证了对学生能力评测的公平性和有效性。最后对实践教学中存在的问题和不足做出分析并给出参考建议。  相似文献   

Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes     

Sumathilatha Sakthi-Velavan  Sarah Zahl 《Anatomical sciences education》2023,16(1):157-170

Virtual microscopy podcasts (VMPs) are narrative recordings of digital histology images. This study evaluated the outcomes of integrating the VMPs into teaching histology to osteopathic medical students. The hypothesis was that incorporating virtual microscopy podcasts as supplementary histology resources to the curriculum would have a positive impact on student performance and satisfaction. Sixty-one podcasts of dynamic microscopic images were created using screen recordings of the digital slides. The VMPs were integrated as supplementary histology resources in multiple courses during the first and second years of the medical curriculum for three classes, a total of 477 osteopathic medical students. A voluntary and anonymous survey was obtained from the students using a questionnaire that included two open-ended questions. The overall performance of the three classes on the histology content of the preclinical course examinations was compared to historical controls of the previous two classes that did not have access to the VMPs. Most students indicated that the podcasts enabled more efficient study time and improved their confidence in the histology content on examinations. The findings indicated a positive association between podcast viewing and efficient study time utilization and class performance. The class average scores of the three consecutive cohorts that used the VMPs progressively increased by 7.69%, 14.88%, and 14.91% compared to the controls. A summary of students' feedback and academic performance supported that integration of the VMPs into Histology teaching improved the learning experience. The findings align with previous studies on the effectiveness of multimedia-based teaching in histology laboratory modules.  相似文献   

Exploring the relationship between child physical abuse and adult dating violence using a causal inference approach in an emerging adult population in South Korea     

《Child abuse & neglect》2014,38(12):1902-1913

Child maltreatment is one of the most commonly examined risk factors for violence in dating relationships. Often referred to as the intergenerational transmission of violence or cycle of violence, a fair amount of research suggests that experiencing abuse during childhood significantly increases the likelihood of involvement in violent relationships later, but these conclusions are primarily based on correlational research designs. Furthermore, the majority of research linking childhood maltreatment and dating violence has focused on samples of young people from the United States. Considering these limitations, the current study uses a rigorous, propensity score matching approach to estimate the causal effect of experiencing child physical abuse on adult dating violence among a large sample of South Korean emerging adults. Results indicate that the link between child physical abuse and adult dating violence is spurious rather than causal. Study limitations and implications are discussed.  相似文献   

Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning     

Heidi E. Grunwald  Matthew J. Mayhew 《Research in higher education》2008,49(8):758-775

The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors, race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis, measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample. This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are discussed.

Matthew J. Mayhew (Corresponding author)Email:

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