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1.
Zuhal Okan 《Learning Environments Research》2008,11(1):31-48
Whereas most research on computer-assisted language learning (CALL) tends to rely heavily on the assessment of academic achievement and language learning outcomes, this study involved an evaluation of the psychosocial learning environment in computing laboratories. The What Is Happening In this Class? (WIHIC) and Attitude to Computers and Computing Courses (ACCC) questionnaires were administered to 152 university students undertaking 1-year compulsory education courses in English at the Centre for Foreign Languages (YADIM) at Çukurova University in Turkey. Analysis of data illuminated students’ perceptions of the computer laboratory class as a language learning environment and paved the way for further learning environment studies involving both students and teachers. 相似文献
2.
This study explored the extent to which English for Academic Purposes (EAP) teachers were assessment literate, their beliefs about assessment, their actual classroom assessment practices, and the reasons behind the possible mismatches. Data were collected through Assessment Literacy Survey (Mertler, 2003), semi-structured interviews, classroom observation checklists, and the field notes obtained from a sample of 27 language and 23 content teachers of e.g., engineering, basic sciences, medical sciences, etc., out of whom 28 participated in the process of interviews and observations. Data were analyzed both quantitatively and qualitatively in this sequential explanatory mixed-methods study. The findings indicated that only a few EAP teachers were assessment literate and that field of study, university degree, and assessment training courses were statistically significant predictors of EAP teachers’ assessment literacy. Inconsistencies between assessment beliefs and assessment practices were found across both groups of teachers for which numerous reasons were noted by the participants. Implications for EAP teachers themselves and EAP teacher education programs are discussed. 相似文献
3.
Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation
Nina Christenson Niklas Gericke Shu-Nu Chang Rundgren 《International Journal of Science and Mathematics Education》2017,15(8):1403-1422
Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers. 相似文献
4.
朗读教学是语文教学的重要内容和主要方法之一。厘清朗读与朗读教学的区别,理性审视朗读教学的本质意义,更新朗读教学理念,把握朗读教学的设计原则,对提高语文教学效率与质量,培养学生语感能力意义重大。 相似文献
5.
普通高校少数民族预科是高等教育的一个特殊而又极其重要的组成部分。基于预科学生英语学习的特点,教师更应该充分重视少数民族预科语言学习和语言教学中的情感因素,"纵情于教"和"寓教于乐",利用情感因素与情感活动的积极作用,融洽师生关系,创设积极的语言氛围、积极评价,以达到最优化的教学效果。 相似文献
6.
This study examines lower-secondary teachers’ beliefs about feedback practice as related to beliefs about student self-regulation, self-efficacy, and language skills while teaching English as a foreign language. Data analysis of ten individual interviews was carried out using the constant comparative method. Most of the teachers connected own feedback practice to an awareness of assessment for learning through the teaching of language skills. However, a hidden accountability system seemed to overshadow the full potential of assessment for learning for the teachers with its emphasis on testing. Aspects of marking, student involvement, and dialogic feedback were considered challenging to the feedback practice of half of the teachers. The teachers were further divided as to the relevance of feedback for self-regulation and strategy training. Although most teachers discussed feedback as important for students’ self-efficacy, unrealistic expectations and marks were considered impediments to student learning. Implications for teaching and professional learning are discussed. 相似文献
7.
Promoting students’ conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students’ learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteria subjectively applied to a rating scale. To address these issues, this paper uses a new lens, shaped from the ideas of Vygotsky, a cultural-historical theorist, for understanding the development of academic language use (in Vygotskian terms, thinking that demonstrates conceptual understanding) and its assessment. Vygotsky’s stages of concept learning are applied to form criteria on a short-answer response rubric. Examples of students’ academic language use according to developmental level are provided. Recommendations for the adaptation of this type of classroom assessment for use in other courses are made, along with suggestions for future research. 相似文献
8.
以情感互动实现课堂的和谐融洽——浅谈高中语文的情感教学 总被引：2，自引：0，他引：2
李明 《桂林师范高等专科学校学报》2007,21(3):160-163
在现今语文教学中,情感教学运用得比较广泛,教学效果也不错。情感教学应注重教师与学生间情感上的双向互动性。只有这样,师生间才能有更好的交流和沟通,达到水乳交融的境地,从而使课堂更和谐融洽。 相似文献
9.
关于教师的评估素养（Assessment Literacy）的研究方兴未艾,笔者在本文综述了评估素养的问题由来、定义、国内外评估素养研究现状,并在此基础上重点探讨了语言评估素养,其中包括语言评估素养的构念和语言评估素养的培养教育。最后指出国内研究者在未来评估素养研究方面可以做的努力。 相似文献
10.
这条路应该不停地走下去——对民文专业汉语授课的几点思考 总被引：1，自引：0，他引：1
王佑夫 《新疆师范大学学报(哲学社会科学版)》2002,23(1):93-94
汉族教师对民专业汉语授课,首先要在教与学二之间架设一座情感桥梁,做到三个切忌,形成三种氛围。思想教育应当从牢固树立“我是一个中国人”的观念入手,真正铸造一颗“中国心”教学的落脚点放在开阔眼界,培养多向思维和科学方法上,即学生接受知识的开放心态。民专用汉语讲部分专业课,有助于提高民专业教学的整体水平,民汉教学互补层次及中华民族的凝聚力。 相似文献
11.
This study examines teachers’ beliefs regarding linguistic diversity and their approaches to teaching Spanish as a second language (SSL) in the inclusion of immigrant students whose first language is not Spanish. Grounded in a qualitative study in multicultural schools in Andalusia (Spain), we compared the voices of two groups of teachers: regular teachers and specialist language teachers. Teachers reflected monolingual beliefs -from assimilationist to deficit approaches- and attached great importance to the role that SSL has for immigrant students. Results indicated the need for professional development for teachers to promote multilingualism based on beliefs of language-as-resource or language-as-right. 相似文献
12.
The purpose of this study was to investigate the perceptions of pre-service teachers in the United States and China about ethics of classroom assessment practices. To investigate pre-service teachers’ perceptions, we developed 36 scenarios that described teachers’ actions or thoughts related to ethics and assessment practices. Participants were 173 pre-service teachers in the U.S. and 174 pre-service teachers in China. Overall, the perceptions of Chinese and American respondents were divided within countries on different scenarios. In addition, chi-square analyses contrasting Chinese responses with American responses indicated that the pre-service teachers had statistically significant differences in their opinions on 22 out of 36 scenarios, but only 13 had practical significance (effect size ≥ .3). Chinese and American pre-service teachers had similar perceptions on 14 scenarios. In some instances, respondents’ perceptions of the ethics of assessment practices depicted in the scenarios did not agree with the literature on classroom assessment. The findings offer insights for developing ethical guidelines in classroom assessment in both cultures. In addition, we recommend that cultural issues as related to ethics should be included in assessment courses for pre-service teachers. 相似文献
13.
14.
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners 总被引：1，自引：0，他引：1
Cory A. Buxton Martha Allexsaht-Snider Regina Suriel Shakhnoza Kayumova Youn-jeng Choi Bobette Bouton Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. 相似文献
15.
Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
16.
This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. 相似文献
17.
2005年,韩国《国语基本法实行令》颁布,标志着韩国语作为外语教学教师资格制度正式建立。韩国语教师资格分为1、2、3级,1级为最高。韩国语教育副专业毕业生及韩国语教育培训课程结业者通过考试可获得3级证书。韩国语教育专业本科生、硕士生毕业后可获得2级证书。非韩国语教育专业毕业生须参加规定的培训课程并通过韩国语教育能力检定考试可获得3级证书。2级、3级证书获得者经过规定的时间和教学经历可晋升为更高等级。 相似文献
18.
林婧婧 《宁波教育学院学报》2013,(2):109-111,129
教师的语言是其教学素养的集中体现,是教师借以传授知识的媒介,是向学生表达思想情感的重要手段。因此,本文通过调查研究对小学语文课堂新教师的语言水平与学生的课堂表现进行分析,发现许多语文新教师的语言缺乏情感,所以,本文从教师课堂语言的情感问题入手,从教师课堂语言对学生的情感影响出发,对语文课堂新教师的语言进行研究,提出教师语言情感的重要作用。 相似文献
19.
Theodore Brameld 《The Educational forum》2013,77(4):401-408
I draw on theories of embodied and critical reflection to propose how Boal’s The Rainbow of Desire (TRoD) develops teachers’ critical consciousness by supporting them to interrogate practice through the lens of power. In particular, the embodied, emotional, problem-posing, and collaborative characteristics of TRoD offer an embodied approach to critical reflection that makes visible the structures and dynamics of power informing teachers’ decisions and actions and the possible consequences for their students. 相似文献
20.
Chinh Duc Nguyen 《Teacher Development》2019,23(2):174-191
Language teachers’ struggles for professional legitimacy have emerged as an area of interest in the field of language teaching research. Grounded in Wenger’s concept of ‘trajectories of learning’, the current study explored the fight for legitimate status of two primary school English language teachers in Vietnam. Data for this article were collected through life-history interviews in which the two participating teachers were encouraged to tell stories about the early days of their teaching careers. The findings of the study reveal that the participants struggled for professional legitimacy during the early stage of their teaching careers. Beyond the school setting, the two teachers encountered negative attitudes towards their teaching profession as teaching languages to young learners was not highly valued in society. Based on the findings, the study pointed to the issue of power relations which, although regarded as a barrier to teachers’ professional legitimacy, is not adequately addressed in the concept of ‘trajectories of learning’. The study also revealed some implications for legitimising language teachers’ professional status. 相似文献