论多元智力理论对教学的启示     

郭红霞 《湖南第一师范学报》2004,4(1):28-29,36

研究多元智力理论的基本内涵。树立正确的智力观。对于教育工作者形成科学的教师观、学生观、教学过程观、学习方式以及教学评价观具有重要的意义。  相似文献   

高等学校课堂教学质量评价的探索--兼谈我院课堂教学质量评价的实践   总被引：1，自引：0，他引：1  

肖崇好  冯健文 《韩山师范学院学报》2003,24(4):94-99

该文指出了高等学校课堂教学质量评价的重要意义，回顾了课堂教学质量评价的有关理论。指出了在课堂教学质量评价过程和结果使用中存在的主要问题。在此基础上，提出了我院课堂教学质量评价的指导思想，形成了评价方案。报告了评价结果。并指出了今后继续改进的方向。  相似文献   

海口港及其附近海区的生态环境分析和污染现状评价     

陈新庚 《中山大学学报论丛》1989,(3)

研究了海口港的自然条件和海洋生物资源,对其水体、底质和生物的污染现状作出评价,提出了改善生态环境质量和减轻污染的措施和建议。  相似文献   

The impact of PISA and the interrelation and development of assessment policy and assessment theory in Japan     

Shuichi Ninomiya 《Assessment in Education: Principles, Policy & Practice》2019,26(1):91-110

PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for ‘PISA-style literacy’. Supported by theoretical foundations, particularly with regard to the concept of ‘PISA literacy’ and ‘authentic assessment’, these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of ‘PISA literacy’ are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into ‘criteria compliance’, are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of ‘PISA literacy’ and its assessment, discussing the features and limitations.  相似文献   

以评估为契机,实现柳林电大的跨越式发展     

高贵荣 《山西广播电视大学学报》2002,7(3):89-90

柳林电大以评估为契机,从转变观念入手,改革教学与管理模式,加强队伍建设,注重“过程监控”,加大硬件实施建设,努力实现柳林电大的跨越式发展。  相似文献   

Students with special educational needs within PISA     

Barbara W. LeRoy  Preethy Samuel  Marcella Deluca  Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396

Abstract

Since 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given.  相似文献   

浅议美国国际商学院联合会质量认证制度     

罗尧 《世界教育信息》2007,(1):13-16

质量认证是保证和提高美国高等教育质量的有效途径。美国高等教育专业认证是美国高等教育认证体系中的重要组成部分，文章通过对美国国际商学院联合会基本情况、认证程序及认证标准的介绍，引发了对我国专业评估工作的几点思考。  相似文献   

农业生态安全的概念和研究方法初探   总被引：1，自引：0，他引：1  

陈宏金 《金华职业技术学院学报》2006,6(6):57-61

农业生态系统是一个自然—社会经济复合生态系统。农业生态系统是否安全运行和有序调控与人类、社会、经济、环境密切相关。近十年来,伴随着人类对食物安全和自身健康的关切,国际上对农业生态安全问题的研究更加广泛和深入,并成为农业生态学研究的重要领域之一。本文阐述了农业生态安全理论的形成和发展,分析了农业生态安全评价的基本原则和评价内容,并在此基础上探讨了统计学模型、生态承载力方法和生态模型法等生态安全的评价方法。  相似文献   

高职院校实验室管理现状与对策研究   总被引：5，自引：1，他引：5  

徐澍敏  刘鲁平 《实验室研究与探索》2005,24(12):97-99,117

通过时高职院校实验室调查，分析了实验室建设与管理工作中存在的问题；按照应职应岗能力本位、优化结构重组资源原则，提出了独立设置、加强评估、校企合建、师资保障的实验室管理优化方案。  相似文献   

Immigrant and Refugee Students Across “Receiving” Nations: To What Extent Can Educators Rely on PISA for Answers?     

Eliane Rubinstein-Avila 《Clearing house (Menasha, Wis.)》2016,89(3):79-84

Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders.  相似文献