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21.
荷兰CITO学生监测评价系统对构建中国教育考试评价体系的启示 总被引：1，自引：0，他引：1
荷兰CITO学生监测评价系统在教育评价理念、技术、手段和反馈报告等方面对构建中国教育考试评价体系都有值得借鉴之处。通过深入剖析荷兰CITO提供的全国性学生监测评价系统服务表明,利用大规模教育考试开展学业质量评价促进教学是充分发挥考试功能的必然要求。构建我国教育考试评价体系应充分利用现代教育测量理论和技术,以能力立意引导命题并将有效的考试数据转化到同一能力量尺上,为开展针对学生、学校和地区横向对比和纵向追踪评价反馈提供客观、科学依据。 相似文献
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瑜伽对女大学生抑郁倾向影响的实验研究 总被引：2，自引：0，他引：2
运用SDS抑郁自评量表,在高校瑜伽选项班中筛选具有抑郁倾向症状的30名大学女生为实验对象,应用瑜伽训练组合为练习内容,对大学女生抑郁倾向症状者进行干预实验研究.结果表明,瑜伽练习与大学女生抑郁症状倾向改善的效度关系显著;尤其在改善轻度、中度抑郁症状倾向方面效果显著.建议将瑜伽作为高校心理教育工作的一项内容加以推广. 相似文献
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This paper examines the role of self-reflection and self-evaluation in early childhood practicum students’ development of
positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises
and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection
also plays a role in students’ attitudes towards positive guidance and their confidence in using guidance skills. This paper
explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators,
which could have an impact on the children and families they work with. Participants were 63 university students (60 female
and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university
in the southern region of the United States. They were enrolled in an undergraduate class focused on learning “positive guidance”
interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting
helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or
amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those
who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves
consistently. 相似文献
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袁妮娅 《外语教学理论与实践》2013,1(2):94-97
本文旨在评介Steve Walsh于2011年出版的《课堂话语探究行——动中的语言》（Walsh,S. 2011. Exp loring Classroom Discourse : Language in Action． London and New York: Routledge．) 。该书提出课堂互动能力概念和教师话语自评框架,将会话分析方法与教学反思实践结合起来研究课堂互动,作为提高教学有效性和教师专业发展的途径。该书视角新颖,语料详实,是一部将语言学理论与教学实践和教师专业发展密结合起来的重要文献 。 相似文献
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Thérèse Bouffard Carole VezeauMathieu Roy Aurélie Lengelé 《International Journal of Educational Research》2011,50(4):221-229
This paper aims to investigate to what extent a bias in self-evaluation is an enduring characteristic among children, and whether there is a relationship between the trajectory of children's self-evaluation bias over a five-year period and their psychosocial adjustment. 462 children (200 boys) in Grade 3 (mean age = 8.6 years old) or Grade 4 (mean age = 9.7 years old) at the outset of the study participated following their parents’ written consent. The group-based approach using a multinomial modeling strategy allowed identifying five groups based on changes in the children's self-evaluation bias over the five-year period. Children in the stable and highly positive bias group stood out as having markedly more positive scores on all indices of psychosocial adjustment, and also outperformed the other children in achievement in language arts and math. 相似文献
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This paper examines how self-evaluation biases may influence satisfaction with performance. A review of theoretical positions suggests there are two views, both of which are supported by studies involving laboratory tasks. The first view predicts affective costs, and the second affective benefits of positive self-evaluation bias. We test the opposing predictions with the data of a study in which fifth-graders’ self-evaluation, performance, and satisfaction with performance were measured before and after a four-week arithmetic training program. Our findings support the benefit view, that is, students with a negative self-evaluation bias rated their satisfaction with performance significantly less than those with positive bias, even though both performed comparably. 相似文献
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In two studies, we investigated how beliefs in the effort–ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants’ beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort–ability relationship. 相似文献
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关注自我评价,在于将学生的自我评价作为学习过程的一个重要组成部分,并作为整个评价过程的有机组成部分。自我评价能力与学业成绩之间存在正相关,自我评价能力强的,学业成绩普遍较好。可以通过有意识地培养与提高学生的自我评价能力,达到提高学生学业成绩的目的。 相似文献