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1.
根据专业选修课特点及在人才培养中的作用,制定了"平时成绩+研讨汇报+结课论文"3过程成绩评定模式,并对成绩评定过程中指标点、权重等因子作了详细阐述,拟为完善该类课程的考评机制提供参考。 相似文献
2.
汽车专业工程类专业理论课程考评方法改革研究与实践 总被引：1，自引：0，他引：1
文章针对汽车专业理论课程的特殊性和理工科传统成绩考评中普遍存在的问题,根据工程理论课程教学的培养目标,分析了汽车专业理论课程传统考核方法的不足,重点从教考关系、考核目的、命题原则、考题题型设计、考试方式和成绩评定方法等方面入手,对考评全过程链的各个环节进行了全面的分析和研究,提出了该类课程题型设计、考试方式方法和成绩评定方法的具体实施方案。经过四年的教学实践和不断改进,在取得了满意的考核效果的同时,也实现了有效调动学生自主学习的积极性。 相似文献
3.
科学的成绩评定方法应当对学生学习进行全方位、全过程的考评。本文论述了高职教育考试的现状,提出了充分发挥考试功能,以提高教育教学质量的建议。 相似文献
4.
物理实验独立设课后，该课程如何进行成绩考评？笔者经多年实践探索，试行了所为全程考评法。其内涵有两层：重在平时，结合期末考查，全面评定总成绩：平时成绩考评贯穿于全学期的各个实验之中，贯穿于每个实验的各个教学环节之中。 相似文献
5.
任志鹏 《天津工程师范学院学报》2008,18(4)
针对多元智力理论对英语教学改革的影响,阐述了其对非英语专业研究生英语成绩评定改革的积极作用,并从课程体系、教学方法手段、考评机制、素质教育等方面进行了详细分析。 相似文献
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7.
认为美国大学博士生课程考评指标、方式和功能有如下内在特质：课程考评目的是为了促进博士生更好地学；课程考评的标准是过程性和形成性评价；课程考评主体是多元的；课程考评指标尽管涵括课程出勤和表现、课程作业和课程考试，但考评指标根据专业性质和课程类型而不同；课程考评方式将协商和建构与测验、描述、判断有机地结合起来；课程考评功能贯穿到博士生的日常管理、中期考核和和学位论文写作等培养过程中。最后得出了美国大学博士生课程考评对我国的启示。 相似文献
8.
基于网络的行动学习模式的探索 总被引：2，自引：0，他引：2
杨旭东 《中国远程教育(综合版)》2006,(9):33-35
行动学习适合远程开放教育的学生,在理论上,行动学习法可以应用于以培养应用型人才为目标的电大开放教育教学中。哈尔滨电大自2003年春开始,在金融本科《证券投资分析》课程教学中,进行了基于网络的行动学习模式的实践探索,通过建立行动学习小组、成立学生讲师团及学生学习考评委员会等措施,从组织上保证了行动学习模式的实施;将行动学习的基本过程划分为问题提出、问题解决、问题报告三个阶段;并对原有的教学评价方式进行了调整,重新确定了成绩结构和成绩评定指标,强化了对学生学习过程的考评。实践证明,基于网络的行动学习是适合远程开放教育的教育形式。 相似文献
9.
一对学生语文学习的成绩进行检查评定是语文教学中不可缺少的重要环节。传统的语文教学思想认为,语文成绩考评的目的是检查了解学生对所学语文知识的掌握情况,检查和了解各个阶段语文教学的效果,从而及时不断地研究、改进教学方法,提高教学质量和教学效率.我们认为,这种传统的对考评目的的认识是比较片面、比较陈旧的。诚然,它作为教育学的 相似文献
10.
对辅导员进行科学、合理、全面、客观的考评，是辅导员队伍建设的前提和基础，对辅导员个人的发展有重要作用；分析高职院校辅导员考评存在的问题，提出辅导员考评方法、考评内容和考评指标，对辅导员考评工作提出建议。 相似文献
11.
教师课堂教学质量评价是高校教学质量监控的关键环节之一。教师课堂教学的专家评价相比而言有较强的客观性、准确性和权威性，但首先是要建立科学、有效、可操作的评价指标体系，选择科学的研究方法是关键。Delphi法以专家作为采集信息的对象，依靠专家的知识和经验，由专家对问题做出判断，得到科学解决方案，是研究构建教师课堂教学评价指标体系的一种科学、有效的方法。制定专家评价教师课堂教学质量指标体系在教学管理中具有现实的应用价值。 相似文献
12.
Objective
To explore whether adults possess implicit attitudes toward children and whether those attitudes are especially negative among respondents who are high in child physical abuse (CPA) risk.Methods
The present study used an implicit evaluative priming procedure. In this procedure, participants were instructed to make decisions about the evaluative implications of target words. These words were preceded by photographs of child faces or adult faces displaying positive, neutral, or negative expressions. Reaction times for the evaluative decisions were used as an index of the extent to which photos invoked negative or positive evaluative reactions.Results
Results from 2 studies, the first conducted on a student sample (N = 90) and the second on a parent sample (N = 95), demonstrated that evaluative congruence between the facial expressions displayed in photographs and the target words facilitated responses. Furthermore, the results suggested that regardless of CPA risk, child faces, relative to adult faces, facilitated responses to negative target words, suggesting an out-group bias. This implicit out-group bias was not moderated by respondents’ CPA risk status.Conclusions
Faces of children, relative to faces of adults, appear to activate negative information structures that facilitate evaluative decisions of negative stimuli, suggesting an out-group bias. Given that out-group biases typically lead to less favorable treatment of out-group members, additional research is needed to examine the pervasiveness of negative evaluative biases towards children and the potential implications of such biases on children's lives. Further, research examining whether high CPA risk parents and low CPA risk parents differ in how they manage initial negative evaluative reactions is needed. 相似文献13.
杨永和 《宁德师专学报(自然科学版)》2000,(1)
试用灰色理论中的关联度概念与模糊数学相结合的方法 ,采用“相对接近度”指标对企业财务状况进行评价 .介绍了该指标的计算步骤与方法 ,并指出构建评价指标体系应注意的事项 相似文献
14.
对如何全面、系统、科学、合理有效地构建高校教学质量评价指标体系的原则进行了剖析,运用多目标规划中的优化方法和Pareto有效性理论对教学质量评价指标体系的评价特征作了系统的分析,阐述几种有效的教学质量评价指标的评价函数方法,通过建立教学质量评价体系指标中关于权数的向量优化问题,给出评价函数中权向量的几种求解方法,并对教学质量评价指标的多属性所涉及的多指标决策问题及其决策者的偏好信息等与评价函数的关系作了讨论. 相似文献
15.
Mary Ryan 《Assessment & Evaluation in Higher Education》2015,40(8):1142-1158
Evaluation in higher education is an evolving social practice; that is, it involves what people, institutions and broader systems do and say, how they do and say it, what they value, the effects of these practices and values, and how meanings are ascribed. The textual products (verbal, written, visual and gestural) that inform and are produced by, for and through evaluative practices are important, as they promulgate particular kinds of meanings and values in specific contexts. This paper reports on an exploratory study that sought to investigate, using discourse analysis, the types of evaluative practices that were ascribed value, and the student responses that ensued, in different evaluative instruments. Findings indicate that when a reflective approach is taken to evaluation, students’ responses are more considered, they interrogate their own engagement in the learning context and they are more likely to demonstrate reconstructive thought. These findings have implications for reframing evaluation as reflective learning. 相似文献
16.
Christiane Thompson 《Educational theory》2013,63(3):283-298
In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re‐institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being‐with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice). 相似文献
17.
This paper discusses the political processes involved in an academic program evaluation. Specifically, the paper focuses on how evaluative information is politically linked to programmatic decisions within the context of various organizational and evaluative utilization models. Data gathered from a program evaluation conducted at a small (N=2,500 students), public, liberal arts university in the Southeast are used in examining the explanatory power of the various theories and models.Presented at the 23rd Annual Forum of the Association for Institutional Research, Toronto, May 1983. 相似文献
18.
《Ethnography and Education》2013,8(4):482-497
ABSTRACTThis paper illustrates how ethnographic video was used as part of a diversity education project at a public urban middle school in Los Angeles, California in the United States. The goal of this article is twofold: first, it is to describe one way in which ethnographic video can be used as a pedagogical tool in primary and secondary school settings. Second, it is to provide an experimental example of an evaluative audience reception study. The article describes the genesis of this project, explicates the intentionality of using an affective theoretical framework to interpret the project, and finally presents an evaluative audience reception study of the video in order to realise fulfilment of that goal. The results show that through this ethnographic video project, viewers were able to enter into a change space of relation, position themselves in the world, and recognise their own contextualised privilege. 相似文献
19.
《教育心理学家》2013,48(2):159-183
In this article., we review the literature on the development of test anxiety in elementary and secondary school children. Recent theoretical conceptualizations of anxiety are presented. Anxiety is posited to be a multidimensional construct that has roots in how parents react to children's early achievement strivings. Its ontogeny is tied to children's developing capacity to interpret their school performance relative to their previous performance, to the performance of other children, as well as to the increasingly strict evaluative practices children encounter as they move through school. Intervention strategies for alleviating anxious children's poor performance in evaluative situations are discussed. Important issues for future anxiety research are presented, including the need for new measures of children's anxiety and for a more thorough assessment of both individual differences in how students experience anxiety and the developmental course 0f the components of anxiety. 相似文献
20.
教育政策评估指标体系研究 总被引：1，自引：0，他引：1
明确教育改革评估对象可以制定教育政策评估标准。教育政策评估标准具有多样性、层次性、可操作性。以教育政策评估对象为依据,可以将一级指标分为教育政策主体、教育政策客体、教育政策环境三个指标。教育政策评估法包括比较法、公式法、功能法。 相似文献