Student and teacher co-navigation of a course: following the natural lines of academic enquiry     

Mark Huxham  Megan Hunter  Angela McIntyre  Robin Shilland 《Teaching in Higher Education》2013,18(5):530-541

Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.  相似文献   

Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback     

Marieke Thurlings  Marjan Vermeulen  Theo Bastiaens  Sjef Stijnen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):473-490

Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes.  相似文献   

如何提高网络环境下形成性评价的反馈质量——北外网院的实践     

唐锦兰 《现代教育技术》2013,23(8):108-112

形成性评价在远程教学中发挥了重要的作用。科学的形成性评价不仅可以帮助学生理清课程学习重点,还可有效地督促学生学习。反馈是形成性评价的重要环节,及时有效的反馈对于远程学习者尤为重要。本文介绍并评估在北京外国语大学网络教育学院(以下简称"北外网院")开展的一项旨在提高形成性评价反馈质量的教学实验。结果表明,实验教师认识到反馈的重要性并能够提供有效反馈。研究提出的基于网络的教师反馈监控机制对于保证和提高远程教学质量的探索将有重要的启示作用。  相似文献   

句酷批改网英语作文评分的信度和效度研究     

何旭良 《现代教育技术》2013,(5):64-67

作文批改与反馈是英语写作教学的一个重要环节,对提高学生的写作能力有着不可低估的作用,句酷批改网以其优势而深受广大师生的喜爱。句酷批改网的作文评分有很高的信度,但评分显著地高于教师的评分,尚不能反映学生英语作文的真实水平。从效度上看,以句子为单位,在词汇和语法等方面进行详细的评价,但在篇章结构、文体修辞、内容逻辑性和连贯性方面不能给学生充分的反馈。在运用批改网的同时,我们还要同其他的评估方式结合起来。  相似文献   

湖北汉江流域水资源短缺风险评价   总被引：1，自引：0，他引：1  

赵举兴  张中旺  许应石 《襄樊学院学报》2013,(11):43-47

研究湖北汉江流域水资源短缺风险程度,可以对区域水资源利用管理提供决策依据．文章运用层次分析法和隶属度评价构建了水资源短缺评价体系,并用于评价湖北汉江流域9个行政区的水资源短缺风险．评价结果表明：湖北汉江流域属于低度水资源短缺风险．9个行政区的水资源短缺风险程度由高到低依次为：襄阳、天门、孝感、武汉、荆门、潜江、仙桃、十堰、神农架林区;其中襄阳属于极高度水资源短缺风险;天门、孝感、武汉、荆门等4个行政区属于高度水资源短缺风险;潜江、仙桃等2个行政区属于中度水资源短缺风险,接近低度风险;十堰、神农架林区等2个行政区属于低度水资源短缺风险．  相似文献   

大学英语课堂教师提问策略研究     

朱静 《唐山学院学报》2013,(4):100-102

从提问类型、问题修正和教师反馈三方面入手,分析了大学英语课堂提问策略的应用现状及成因,并提出具体建议。  相似文献   

英语口语机考对教学的反拨作用——以海南师范大学为例     

陈明辉  黄峥峥 《南昌教育学院学报》2013,(4):143-144

大学英语口语机考是一种标准化计算机网络辅助英语教学考试方式,考试设计充分体现计算机辅助测试原则,人机交际性口语交流特点。英语口语机考具有一定的效度,考题设计者在评分标准上也保证口语机考的信度。本文以海南师范大学进行大学英语口语机考的尝试为例,对口语机考结果、教师对机考的态度和考试的公平性进行客观全面分析,指出机考的利弊,探讨英语口语机考对英语教学的反拨作用,为我校以及其他高校今后大学英语口语教学和测试提供有效的建议。  相似文献   

高职院校评估制度优化研究     

杨继龙 《湖北广播电视大学学报》2013,33(6):13-14

我国高职院校评估制度存在评估主体不合理、评估内容不科学、评估信息不可靠、评估机制不完善、评估法规不完备和评估结果不公开等问题,必须进一步优化评估主体、优化评估内容、优化信息采集、优化评估机制、优化评估法规和优化结果使用,以期早日建成具有中国特色的高职院校评估制度。  相似文献   

A Comparison of Four Measurement Models for the Watson–Barker Listening Test (WBLT)–Form C     

Graham D. Bodie  Debra Worthington  Margaret Fitch-Hauser 《Communication Research Reports》2013,30(1):32-42

This article compares 4 measurement models for the Watson–Barker Listening Test (WBLT)–Form C and constitutes the first confirmatory test of this listening comprehension measure. Results show that data does not conform to (a) a 5-factor correlated model, (b) a second-order model, or (c) a unidimensional model; and no model was sufficiently better than (d) the independence model. Exploratory analyses provide additional evidence that items are largely unrelated to one another. Given these findings, the use of the WBLT–Form C in assessments of listening comprehension is not recommended. The discussion explores what these findings imply for the conceptualization and measurement of listening and for potential revisions of the WBLT.  相似文献   

Purpose-driven Assessment of Cataloging and Metadata Services: Transforming Broken Links into Linked Data     

Charlene Chou 《Cataloging & classification quarterly》2013,51(2-3):135-165

Abstract

In response to the impact of emerging technologies, this article examines the relationship between strategic planning and the assessment methodologies of cataloging and metadata services and explores (or “suggests” if appropriate) how to assess cataloging and metadata activities more effectively and relevantly. Besides literature review, the author conducted surveys for more than seventy librarians and follow-up interviews with three library administrators. The results indicate the gap between strategic planning and assessment for cataloging and metadata services, and identify the significance of impact and users’ needs in strategic planning for the assessment of cataloging and metadata services. These elements are critical in transforming the broken links in the current cataloging assessment into a purpose-driven assessment corresponding to users’ needs and evolving technologies.  相似文献