摘要
合作学习模式下的“环境学概论”课程教学改变了以教师为中心的教学方式,也改变了常见的教师先讲理论知识后举例说明的教学方式,形成了教师主导与学生主体相结合的合作教学模式。这在客观上要求教师必须变革传统的学习评价的目的和方法。具体来说,教师可以按“知识、技能、能力、态度、行为”五个方面的权重编制过程性评价表并用于评价实践,对学生的学习过程、学习结果进行全面评价,将形成性评价与终结性评价相结合,增强学生学习评价的科学性和实效性,从而达到完善过程性评价机制的目的。
The teaching of "Introduction to Environmental Science" under the cooperative learning mode has changed the teacher-centered teaching mode,as well as the common teaching mode in which teachers first explain theoretical knowledge and then illustrate with examples,and has formed the "cooperative" teaching mode combining teacher-led teaching with student-centered teaching.This objectively requires teachers to change the objective and method of traditional learning evaluation. Specifically,teachers can press the "knowledge,skill and ability,attitude and behavior",the weight of five aspects:compiling process evaluation practice and used for evaluation,the result of the student’s learning process,learning to conduct a comprehensive evaluation,combining formative assessment and summative assessment,strengthen students’ learning evaluation is scientific and practical,so as to achieve the aim of perfecting the process evaluation mechanism.
作者
顾成林
陈季
杨绪华
GU Chenglin;CHEN Ji;YANG Xuhua(School of Science,Jiamusi University)
基金
黑龙江省教育科学规划课题“合作学习模式下的高校环境学课程过程性评价研究”(项目编号:GBB1317128)
佳木斯大学教育科学研究项目“基于Google Maps API的地理教学资源开发与应用研究”(项目编号:JKY2014-013)
关键词
合作学习
过程性评价
层次分析法
“环境学概论”课程
cooperative learning
process evaluation
analytic hierarchy process
Introduction to Environmental Science