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晓明 《玉溪师范学院学报》2002,18(3):94-96
符合学生心理发展规律的作业布置的方法与策略可以优化作业布置 ,提高作业质量和课堂教学效率 ,有助于培养学生运用知识分析和解决问题的能力 ,使教学目标顺利实现 . 相似文献
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John Haugan Marius Lysebo Per Lauvas 《European Journal of Engineering Education》2017,42(6):1408-1421
Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome. 相似文献
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Teachers’ instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an English-medium university in Hong Kong did to support students’ assignment writing. We integrate perspectives provided by the relevant higher education literature, the academic literacies approach and North American rhetorical genre studies to shed light on the findings derived from our analyses of interview and documentary data. We showed that our lecturer participants both engaged in direct instruction on assignment writing and provided indirect support. Our study contributed to the existing literature and raised questions for future research. 相似文献
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张文 《连云港职业技术学院学报》2002,15(2):39-41
计算机的安全一直是用户所关心的问题，可以通过修改注册信息表对相关键值的更改或设定，使相关项目屏蔽，从而提高计算机系统的安全性。 相似文献
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山吉庆 《通化师范学院学报》2003,(2):34-38
本从中学英语课外作业配置观、量的界定、质的原则及其功能等方面进行了研究。认为作业配置质的最优化和量的最适宜是学生巩固知识的重要途径，是教师提高英语教学的有效策略。 相似文献
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如何实施远程开放教育学生自主化学习的监控,是开放教育完成教学任务的一项重要步骤。历年来,我国远程开放教育对学生学习每门功课进行监测都是利用中央电大或省电大的形成性考核册来完成的,在使用过程中,有利有弊。本文对形考册和网上作业进行分析,旨在探索更好的考核办法来促进开放教育的发展。 相似文献
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综合作业以综合为主要特征,在教师有目的、有计划的设计指导之下,从学生的兴趣和社会需要出发,融合各学科的特点,侧重知识的整体性和系统性,对作业内容、作业形式、作业时间实行变革,使学生自己建构知识,形成良好的知识结构。综合作业的类型有:研究性作业、活动性作业、操作性作业。综合作业的评价实行:无劣评价,纵向衡量,寓作业于快乐,在快乐中求发展。 相似文献
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《Journal of research on educational effectiveness》2013,6(4):535-558
AbstractWe build on research connecting teaching assignments to teacher effectiveness by examining the characteristics of secondary grades mathematics teachers with more course preparations—both the unique number of courses taught and courses never taught before—and by assessing whether additional course preparations predict teacher value-added. Regarding teacher characteristics, we find a mixed pattern of results. Both better and less well-credentialed teachers have more course preparations. Teachers with higher lagged value-added are assigned to fewer course preparations. Regarding teacher effectiveness, results from teacher fixed-effect models show that additional course preparations are negatively and significantly associated with value-added estimates. Further analyses indicate that teachers’ number of new course preparations fully explain the negative results for total number of course preparations. That is, when teachers have to plan for, learn the content of, and teach a course for the first time, it adversely influences their effectiveness. Our results are slightly smaller than findings from recent teaching assignment studies but take on practical significance given the frequency with which teachers have a new course preparation. 相似文献
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《Africa Education Review》2013,10(1):140-158
Abstract Introductory Microeconomics as offered by the University of South Africa (Unisa) is a compulsory module for a Bachelor of Commerce, a Bachelor of Accountancy or a Bachelor of Administration degree. Success or failure in Introductory Microeconomics directly impacts on the number of years students take to complete their degrees, and eventually also on the throughput subsidy to Unisa. A number of exceptional institutional rules and regulations impact on the teaching of Introductory Microeconomics at Unisa, as an open and distance learning (ODL) institution. Unlike many residential institutions, Unisa does not require Mathematics at school level for registration for Introductory Microeconomics. This article reports on research done at Unisa to determine how student success in Introductory Microeconomics is influenced by variables such as race, home language, whether the students passed mathematics at matriculation level, matriculation exemption1, gender and the passing of assignments. Although this research confirms previous research that home language and age do impact on student success, it finds that the successful passing of assignments has the greatest impact on student success. 相似文献