共查询到20条相似文献，搜索用时 187 毫秒
1.
2.
遵从高职教育教学规律,以会计制度设计工作过程为导向,分析了对《会计制度设计》课程考试方法进行革新的必要性。树立了考试与考核兼顾、强调考核的改革思路,研究设计了《会计制度设计》课程考试方法改革方案,提出了进一步改进对策。 相似文献
3.
针对城市供热技术专业考试存在的问题,围绕专业培养目标,提出了考试改革思路和实践措施,并通过课程考试案例,重点论述了高职高专考试内容和方法应该因课而异,考试应兼顾知识、能力、技能、素质要求,应加强形成性考试力度,考试方式、时间、空间按需要设定等问题。 相似文献
4.
针对城市供热技术专业考试存在的问题,围绕专业培养目标,提出了考试改革思路和实践措施,并通过课程考试案例,重点论述了高职高专考试内容和方法应该因课而异,考试应兼顾知识、能力、技能、素质要求,应加强形成性考试力度,考试方式、时间、空间按需要设定等问题. 相似文献
5.
本文结合大学计算机信息技术的教学实际要求,叙述了如何兼顾课程教学和等级考试的要求,讲述如何使学生熟悉信息各方面的知识,掌握计算机的操作技能、技巧,提高其基本操作和等级考试应试能力. 相似文献
6.
展宗瑞李倩杨西萍 《兰州石化职业技术学院学报》2015,(4):53-56
信息化教育时代的背景下,高职课程考试考核改革将以职业素质教育为核心。分析了传统考试弊端,整合教学内容,创新考核方式,采用试题库客观考试平台与工艺项目灵活设计两者结合的新型考试模式,以期兼顾高职课程理论知识与应用能力并重的考核要求,有效实现教考分离,从而推动《有机化工生产技术》课程的深度改革。 相似文献
7.
8.
高职院校教师可自编《计算机应用基础》教材,并兼顾计算机等级考试,提高计算机应用基础教学的针对性和效率;各系部可根据专业特点配套编写上机练习指导书,突出实用性。实施理论与实践一体化教学;采取分层教学的方法,提高教学针对性;实行考试与评卷自动化,考试内容模块化,提高考评的效率和针对性;举办计算机知识竞赛,促进互帮互学;建设课程网站,提高教学资源共享率。 相似文献
9.
10.
钱伟 《邢台职业技术学院学报》2015,32(2):18-19
《旅游社交礼仪》是高职院校旅游专业的必修课程,但本课程考核方式却以传统的应试考试为主,所以非常有必要探讨其考试方式改革问题。本文在分析当前《旅游社交礼仪》课程考核方式的基础上,提出了考核方法改进的对策:以市场需求和职业需求为导向、以能力考核为中心,采取考核方式多样化,并兼顾教学方式的改革,以期有利于应用型课程的长足发展。 相似文献
11.
“一年多考”是当下我国大学招生考试制度改革的重要方向,英国普通教育证书高级水平考试（GCE-A）在课程设置、时间部署、评价内容和成绩检定等环节构建了成熟的“一年多考”的考试评价体系。其“一年多考”政策有效地降低高利害考试失利的偶然性,消除一考定终身的弊端,同时将形成性评价与终结性评价相结合,为考生提供了成绩提升的发展空间。但是在高利害考试中实施“一年多考”政策也引发了考生分数膨胀、考试甄选能力弱化、学生知识体系零散、学业负担加重以及教师的课程教学受到钳制等负面影响并引起强烈的社会争论。为回应其弊端,英国政府及其考试机构正着手减少考试次数并讨论取消大学招生考试中的“一年多考”政策。 相似文献
12.
Sharon Bramwell-Lalor 《International Journal of Science Education》2013,35(5):839-864
This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1)?=?21.508; p?<?.001) and higher-order (F(1)?=?42.842, p?<?.001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items. 相似文献
13.
14.
Julia I. Smith Elijah D. Combs Paul H. Nagami Valerie M. Alto Henry G. Goh Muryam A. A. Gourdet Christina M. Hough Ashley E. Nickell Adrian G. Peer John D. Coley Kimberly D. Tanner 《CBE life sciences education》2013,12(4):628-644
There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. 相似文献
15.
我国高师院校培养的师范毕业生十分缺乏个性和创新精神 ,以致在基础教育中难以对学生实施以创新教育为核心的素质教育。本文从分析我国高等师范院校英语教学的现状入手 ,借鉴英国ITE(新教师培养模式 )的一些成功经验 ,从培养规格、课程设置和教学内容、教学方法、教师职业技能评估等四个方面谈谈深化高师英语教育改革的思路 相似文献
16.
Two parallel versions of a Test of Science Investigation Skills were developed to assess students' application of science
investigation skills in biology and physics contexts. Repeated pilot testing and critical appraisal were used to ensure the
validity of the tests and their equivalence. Both versions of the test were administered to 112 Year 10 science students.
The results indicated a satisfactory level of test reliability, the test set in a physics context proved to be significantly
more difficult than the test set in a biology context, and mean scores for male and female students were not significantly
different.
Specializations: science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, effective laboratory teaching. 相似文献
17.
虽然英国的经济呈增长势头,但与主要发达国家的差距还较明显,主要原因是其劳动者的技能水平较低,存在技能短缺的问题.为解决技能短缺问题,20世纪90年代以来英国政府在改革成人职业培训、提高成人技能水平方面采取了一系列有力措施,并取得了成效. 相似文献
18.
19.
Professor E. A. Peel 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):183-186
The McCarthy Scales are a versatile and increasingly popular test of children's cognitive abilities. However, much of their high standing as an assessment instrument rests on the construct validity of each of the ability scales. A major recent study of the construct validity of the McCarthy Scales concluded that only the General Cognitive Index stood up to critical evaluation. The purpose of the present paper is to highlight some inadequacies in this critical study, and then to give an evaluation of the construct validity of the McCarthy Scales which is based on the findings from recent British research. 相似文献
20.
Kyriaki Anagnostopoulou Vasilia Christidou Kostas Dimopoulos 《International Journal of Science Education》2013,35(4):636-662
The paper explores the relationship of the global and the local assessment discourses as expressed by Programme for International Student Assessment (PISA) test items and school-based examinations, respectively. To this end, the paper compares PISA test items related to living systems and the context of life, health, and environment, with Greek school–based biology examinations' test items in terms of the nature of their textual construction. This nature is determined by the interplay of the notions of classification (content specialisation) and formality (code specialisation) modulated by both the linguistic and the visual expressive modes. The results of the analysis reveal disparities between assessment discourses promoted at the global and the local level. In particular, while PISA test items convey their scientific message (specialised content and code) principally through their visual mode, the specialised scientific meaning of school-based examinations test is mainly conveyed through their linguistic mode. On the other hand, the linguistic mode of PISA test items is mainly compatible with textual practices of the public domain (non-specialised content and code). Such a mismatch between assessment discourses at local and global level is expected to place Greek students at different discursive positions, promoting different types of knowledge. The expected shift from the epistemic positioning promoted in Greece to the one promoted by PISA could significantly restrict Greek students' ability to infer the PISA discursive context and produce appropriate responses. This factor could provide a meaningful contribution in the discussion of the relatively low achievement of Greek students in PISA scientific literacy assessment. 相似文献