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1.
Shannan McNair Roslin Sullivan Diti Hill 《Journal of Early Childhood Teacher Education》2013,34(1):11-18
Abstract A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques. Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs. Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth. 相似文献
2.
蔡衡 《南昌教育学院学报》2011,26(5):136-137
随着全球经济一体化的发展和中国加入世界贸易组织,各行各业对人们的英语专业知识及英语应用能力提出了更高的要求。教育部因应时代的发展,社会用人的要求,决定2004年3月1日入学的电大、网络学院等远程教育的学生的大学英语（B）统考合格作为教育部高等教育学历证书电子注册资格的条件之一。由于大学英语（B）进行机上网考,本课程已经成为成人学生在本科阶段学习的拦路虎。本文主要就大学英语（B）教学实施过程中存在好问题进行反思,并探究有效的教学策略。 相似文献
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陈琳 《邵阳学院学报(社会科学版)》2002,(6)
我国教育的发展对教师的培养提出了新的要求 ,在现代教学环境中 ,教师已不再仅仅是知识的传递者 ,而是整个学习过程的组织者和促进者 ,教师的任务是开发和利用一切学习资源 ,对教育过程进行设计 ,组织实施和进行评价 ,以提高教育的有效性 ,使教育的效果最优化 .作为培养教师的师范院校 ,应使学生在校期间接受良好的现代教育技术培训 ,使他们成为现代教学环境所需要的新型中小学教师 . 相似文献
5.
Elena T. Carbone Stanley E. Scarpati Lori F. Pivarnik 《Journal of Food Science Education》2013,12(1):7-16
Abstract: This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A Food Safety Education for High School and Transition Special Needs Students curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA‐funded initiative emerged from teacher‐generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom‐based learning activities that are aligned with students’ Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen‐based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real‐world environment. Further testing is needed to determine the usefulness of the tool for broader audiences. 相似文献
6.
史晓红 《思茅师范高等专科学校学报》2013,(6):69-72
心理健康教育是培养学生良好的心理素质,完善人格,提高学生心理适应能力和自我解决心理问题能力的教育。心理健康教育与德育、智育、体育一样是学校教育的一个组成部分,分析学校开展心理健康教育及其途径和方法,旨在提高学生心理素质,促进学生健康成长。 相似文献
7.
Development and Evaluation of an Inquiry-Based Elementary Science Teacher Education Program Reflecting Current Reform Movements 总被引：1，自引：0，他引：1
The National Science Education Standards (National Research Council 1996, National science education standards. Washington, DC: National Academy Press) and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses. 相似文献
8.
吴树堂 《武汉职业技术学院学报》2013,12(4):64-66,71
目前高职院校中,形势与政策课的考核模式存在很多不足,与《通知》的精神不尽符合,也没能起到应有的作用。产生这种情况的原因多种多样而且非常复杂。要构建科学的考核模式,必须加强学校各部门间的组织协调和相关研究,使考核能够真正为教学服务。 相似文献
9.
教师的教育技术能力是推动教育信息化的重要因素,加强师范生的教育技术能力培养是教育信息化可持续发展的基本要求。针对目前师范生的教育技术能力培养中存在问题,提出构建"现代教育技术课程学习、学科微格教学训练和教育实习"三位一体的师范生教育技术能力培养模式,通过现代教育技术课程学习、微格教学视频点播评价平台和院校协作共同体多种途径,共同提高师范生信息素养、教学技能和信息技术与学科教学整合能力,为适应基础教育信息化发展需要的师范生教育技术能力培养,提供一套行之有效的办法。 相似文献
10.
受新冠肺炎疫情影响,在线教学方式首次在全国得到广泛应用。在线教育平台作为开展线上教学的载体,学生对平台的评价以及使用意愿,对在线教学效果产生显著影响。因此,以H大学本学期选修“财务管理”课程的学生为研究对象,以调整后的技术接受模型为理论基础,对教师在线课程设计及在线教育平台进行评价,以了解学生对在线教育平台的评价以及使用意愿,发现在线教育平台存在的问题,并据此提出相应的对策。通过研究,有助于改善在线教育平台的设计与开发,以提升学习者的使用意愿,保障教学效果。 相似文献
11.
《教育实用测度》2013,26(4):411-418
Seven conclusions for professionals who administer state assessment programs are drawn from the GI Forum v. Texas Education Agency ruling: (a) the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (1999) standards are appropriate to use; (b) items showing different p values for subgroups may be used if they are selected as adequate for sound educational reasons; (c) a cut score setting process should be educationally justified; (d) a high-stakes testing program can appropriately address unfair access to education; (e) multiple opportunities to pass satisfies the standard that a single test score should not be the sole basis for a high-stakes decision; (f) a conjunctive decision-making model can appropriately motivate both students and schools; and (g) an 80% pass rate criterion applied to eventual, as opposed to initial, success rates for subgroups is a reasonable threshold for adverse impact. Caution is recommended because circumstances in other states may not parallel those in Texas in important ways. 相似文献
12.
Gareth Dart 《British Journal of Special Education》2006,33(3):130-138
This article is an evaluation of the special needs education awareness course run at Molepolole College of Education, Botswana. The course directly reflects the Government of Botswana's policy on special education and seeks to provide students with a wide range of skills and knowledge to help them identify and support pupils with a variety of special needs. It also seeks to examine teachers' attitudes towards the inclusion of children with a wide range of learning support needs in the ordinary school. The evaluation was carried out by Gareth Dart, senior lecturer in the Department of Special Needs Education at Molepolole College of Education, who, in this article, reports the views of the first cohort of student graduates to complete the full course. This account also includes feedback from staff at schools who were involved with supervising the students as they did their special education assignments while on teaching practice. Feedback from the students and teachers is very positive in terms of the content and effect of the course although Gareth Dart suggests that a more thorough evaluation will have to wait until the graduates have been in the field some time. In the future, there will be a need to assess the long-term impact of the course upon the practice of teachers; to review the sustainability of this form of teacher education; and to make judgements about the influence that new generations of teachers have upon schools and policies promoting inclusion. 相似文献
13.
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders. 相似文献
14.
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. 相似文献
15.
Alan Carter 《Journal of Further & Higher Education》2017,41(4):460-474
This article examines the evolution of assessment policy and practice in technician-level vocational education. Using the example of an advanced-level BTEC National programme in Engineering in one college in the UK, the article highlights how the origins of current assessment practice lie in genuine concerns since the late 1950s about the appropriateness of examination-based assessment for assessing technician engineering skills, resulting in a shift to teacher-based, criterion-referenced assessment and an emphasis on formative feedback. Data are presented from a case study of assessment practice in an engineering department of one college of further and higher education in the UK during the academic years 2006–2008, which investigated salient influences and considerations underpinning lecturers’ constructs of assessment. The study found a departmental ethos of facilitating students to achieve a pass, and the use of assessment methods that would ensure that students got through. However, lecturers were dubious whether their assessment practices developed the proficiency required for students’ progression into HE or employment, and their practices did not appear to have a strong educational or occupational rationale for their approach. We argue that the limitations of teacher-based, criterion-referenced assessment and associated formative assessment practices, of which our study provides an example, contribute to a temptation to simply return to what is deemed more rigorous assessment through examination, which however may well bring back the problems identified in the past, of inappropriate approaches for assessing technician-level skills associated with low success rates. 相似文献
16.
张洁 《邢台职业技术学院学报》2014,(3):9-10
近年来,我国的高职教育改革在多方面已取得了突破性成果,但大多数高职院校在学生考核和评价方面,依然沿用传统的知识型考核体系,这严重影响了职业教育的深入发展。《高等数学》是工科学生的一门基础必修课,它的考核目的是检查学生对数学知识掌握、数学思维训练的情况,并激励和引导学生去应用数学知识及方法。数学的考核内容和方法,也必须适应高职教育的人才培养目标,从知识型考核过渡到能力型考核。 相似文献
17.
美国国家教育技术学生标准及其对我国信息技术教育的启示 总被引：3，自引：0，他引：3
国家教育技术学生标准是美国国际教育技术协会与美国联邦教师培训和评鉴委员会、联邦教育部等教育组织和机构为培养适应时代发展需要的、能有效使用技术的学生而联合制定的指导性标准。它还提供了与标准类别相联系的K-12教育四个年级段的有技术素养学生的行为表现指标。以及帮助教师将技术的使用贯穿于课程教学中的个案。这些对于我国中小学信息技术教育的开展有重要的启示。 相似文献
18.
《现代教育技术》公共课程的再设计 总被引：1，自引：1，他引：0
《现代教育技术》公共课的任务是使师范生在毕业前得到基本训练,初步具备教育技术的能力,以尽快缩短从事教学工作的适应期。为此,《现代教育技术》公共课的改革一直受到各个方面的关注,但是仍然存在不少问题。文章从总结"《现代教育技术》公共课程的整体优化改革"研究项目的角度,论述了制定课程目标、确定内容标准、编写教材、进行教学方式与学习方式的改革等研究的主要内容和成果,为课程的改革提供可借鉴的材料。 相似文献
19.
宋晓娟 《教育测量与评价(理论版)》2021,(2):14-20
信息素养是学生生存和发展的基本素养,对信息通信技术(ICT)的胜任力是反映学生信息素养的重要指标。基于PISA 2015中的ICT精熟度问卷数据,对中国四省市学生的ICT胜任力表现进行分析,考查中国学生的ICT资源、ICT使用情况以及ICT兴趣对其ICT胜任力的影响。结果发现:中国四省市学生的ICT胜任力在参测的48个国家和地区中排名靠后;不同性别、不同年级学生的ICT胜任力存在显著差异;家庭ICT资源对学生ICT胜任力有显著的正向预测作用;学生在学校使用ICT越多、在家使用ICT做作业越多,学生的ICT胜任力越高;学生的ICT兴趣越高,他们的ICT胜任力越高,学生的ICT兴趣对他们的ICT胜任力影响最大。为了提高我国学生的ICT胜任力,教育行政部门、学校、教师应充分重视ICT教育,完善ICT素养测评体系;扩大对ICT资源的投入,为学生更多地接触电子设备提供条件;加大ICT和电子设备的使用频率,在教育实践中逐步融入信息素养教育;着力培养学生对信息技术的兴趣,提高他们的ICT胜任力。 相似文献
20.
《Teaching and Teacher Education》2003,19(1):127-143
This paper examines the use of on-line discussion as a medium for learning in a pre-service teacher education program. As part of an Education Studies course student teachers engaged in a discussion of issues related to technology and equity in schools. The design of the task and the subsequent analysis of the on-line text were part of a research project investigating whether and how communications technology can be used to integrate and extend the learning of teacher education students. The main argument developed in the paper is that through the on-line activity distinctive sets of writing practices were created. These practices enabled students to make connections between the often disparate parts of teacher education programs—theory and practice, campus and school, research and experience. 相似文献