形成性评价中的教师角色与策略研究     

李晓燕  唐恒钧 《牡丹江教育学院学报》2020,(3):46-48,74

形成性评价对学习的促进作用在我国各学段的教育教学中受到重视。在实际教学中,该评价方法引起教师角色的变化和具体的评价实施策略是实现形成性评价促学价值的关键。教师需要改变传统教学中知识传授者的角色,转变为教学与评价活动的设计者和组织者,学生表现的观察者和诊断者,以及提高学生学习的推动者。通过师生共设与分享学习目标和评价标准,全面收集和准确解读学生信息,做出学生乐于接受并据此调整学习的有效反馈等策略,提升学生学习效果和促进其终身学习能力的发展。  相似文献   

Least Squares Training LMS Decision Feedback Equaliser for Terrestrial HDTV Broadcasting     

胡晓宇  赵春明  尤肖虎 《东南大学学报》1997,(2)

ＬｅａｓｔＳｑｕａｒｅｓＴｒａｉｎｉｎｇＬＭＳＤｅｃｉｓｉｏｎＦｅｅｄｂａｃｋＥｑｕａｌｉｓｅｒｆｏｒＴｅｒｅｓｔｒｉａｌＨＤＴＶＢｒｏａｄｃａｓｔｉｎｇＨｕＸｉａｏｙｕ（胡晓宇）ＺｈａｏＣｈｕｎｍｉｎｇ（赵春明）ＹｏｕＸｉａｏｈｕ（尤肖虎）（Ｎａ...  相似文献   

两种发展了的传播模式对教育教学的启示——再论拉斯韦尔的"5W"模式和香农-韦弗模式     

刘文灵 《安阳工学院学报》2006,(3):150-152

拉斯韦尔的“5W”模式和香农—韦弗模式在传播学研究中占据着重要的地位,几经学者们的改进和完善。两模式对教育教学活动也发生着深远的影响,而且还将有新的启示被不断地挖掘出和感悟到。  相似文献   

对负反馈电路判断的探讨     

李来运  田永亮 《洛阳师范学院学报》2006,25(2):48-50

负反馈在放大电路中被广泛采用,文章从反馈网络、反馈极性、反馈组态等方面对负反馈电路进行了分析,得出了判断负反馈的方法和技巧,最后以实例说明负反馈电路的应用.  相似文献   

Reading on the computer with orthographic and speech feedback     

Richard K. Olson  Barbara W. Wise 《Reading and writing》1992,4(2):107-144

In this paper we present an overview of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. In the present studies, 138 children read stories on the computer, in their school, for a half hour per day during a semester. Children were trained to request synthetic-speech feedback (DECtalk) for difficult words by targeting the words with a mouse. Different groups received whole-word feedback, wherein targeted words were highlighted and spoken as a unit, or segmented feedback, wherein segments of words (onsets, rimes, or syllables) were sequentially highlighted and spoken by the computer, requiring the child to pay attention to and blend the segments. Both whole-word and segmented feedback resulted in almost twice the gains in standardized word recognition scores compared to control groups that spent an equal time in their normal remedial reading program. Most important, the computer-trained groups improved their phonological decoding of nonwords at about four times the rate of the control group. However, there was a significant interaction between level of deficit severity and optimal feedback condition. The most severely disabled readers showed the largest phonological decoding gains from syllable feedback, while the largest gains for the less severely disabled readers were from onset-rime feedback. The disabled readers' level of phonological awareness at pre-test was the strongest predictor for gains in word recognition and phonological decoding. Implications of the results for future training programs are discussed.  相似文献   

An Analysis of Peer Feedback Exchanged in Group Supervision          下载免费PDF全文

Edward Wahesh  Gulsah Kemer  Ben T. Willis  Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.  相似文献   

Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration     

Garry Hoban  Geoff Hastings   《Teaching and Teacher Education》2006,22(8):1006-1019

This paper describes a 10-year collaboration between a teacher educator and a high-school science teacher as they investigated different ways to gather student feedback to enhance teacher reflection. Four different procedures were developed during this time: (i) interviews by a teacher educator with students; (ii) learning logs written by students; (iii) observation schedules completed by students; and (iv) a survey completed by students and teachers. Of the four procedures, the most meaningful for teacher reflection was the student interviews because they were the most personal. However, other procedures for gathering student feedback may be more useful to initiate teacher reflection because they are less confronting.  相似文献   

基于线性反馈方法的一类不含平方项混沌系统的同步     

汪昭 《常熟理工学院学报》2011,25(2):42-46

研究了一类不含平方项的混沌系统的同步控制,设计了一个非线性反馈控制器实现不同初值下该类混沌系统的同步.根据Lyapunov和Routh-Hurwitz稳定性理论证明了控制器的有效性.通过对Chen系统和Nadolschi系统的数值仿真验证了该方法.  相似文献   

高职院校教学状态信息采集、分析、反馈系统探析     

刘晓倩 《辽宁高职学报》2011,13(9):1-2,54

高职院校的教学状态信息是反映学校整体运行情况的指标,其收集和处理是否得当是影响教学质量提高的重要因素。基于高职院校教学管理实际,构建教学状态信息采集、分析、反馈系统,并完善其结构、功能、制度体系,从组织、制度、政策等方面建立配套的保障体系,是高职院校内涵建设的创新举措。  相似文献   

如何利用Writing Roadmap 2.0进行在线英语写作反馈   总被引：3，自引：1，他引：2  

王淑雯 《现代教育技术》2011,21(3):76-81

即时全面的写作反馈有助于提高学生的语言正确率和写作水平。文章首先简要介绍了英语写作反馈类型,随后分析了我国大学英语写作反馈的现状和存在的问题,然后结合教学实例,介绍了在写作教学中如何使用Writing Roadmap 2.0自动评分系统为师生提供多元化反馈,最后阐述了该系统的优势和劣势。  相似文献