指向核心素养的“学教评”一体化实践初探——以教学统编教材九年级下册中的《孔乙己》为例

初中语文教学应以提升学生的综合语文能力、落实核心素养培养为目标。为此,教师必须构筑“学教评”一体化的教学模式,发挥语文课程的育人价值,强化人格教育;同时,必须以丰富的教学活动引导学生在课堂中积极对话,开展自主性探究学习;此外,教师还应将教学评价融入教学全程,通过有针对性的评价关注、指导、纠正学生的学习过程,促使其在具体的学习行为中增进语文能力。以教学统编教材九年级下册第二单元中的《孔乙己》为例,阐述“学教评”一体化教学的具体策略。

新高考背景下高中历史“学教评”一致性的教学设计——以“隋唐制度的变化与创新”为例

“学教评”一致性教学设计的名称源自布卢姆教育目标分类学思想。一致性是指目标、教学和评估之间的对应程度。整节课的教学要解决三个问题:第一,学生要达到什么样的学习目标,即“我要到哪里去”;第二,通过什么具体的教学活动完成目标,即“我怎样到那里去”;第三,如何评估学习目标的达成度,即“我是否真的到那里了”。文章以“隋唐制度的变化与创新”一课的教学为例,分析了高中历史“学教评”一致性的教学设计。

“学教评”一体化:把握评价导向,把脉阅读教学--以B区四年级上册语文期末考查“阅读理解”题为例

评价是师生教与学的指挥棒。文章以某区四年级语文期末“阅读理解”的考查内容为例,探究命题意图,把握评价的两大导向(体现课标与教材的序列特点,体现单元要素与阅读能力的层级),优化教与学策略(细化、精选、建构,达成“教”的精准;内化、提升、发展,落实“学”的高效),实现了“学教评”一体化,使学生成为真正的阅读者。

项目化学习:“学教评”视域下整本书阅读范式研究

整本书阅读作为统编版高中语文教材的新增单元,在教学中面临新问题、新矛盾。在新课标理念和项目化学习理论的指引下,以“学教评”一致性为策略统整整本书阅读,以项目化学习为路径引导学生阅读整本书,以项目流程规范整本书阅读的时间、计划、实施,在“做项目”中“读好书”,形成了整本书阅读的项目化学习范式,并推出省县市观摩课和讲座,培训了更多教师投入整本书阅读项目化学习的建设与研究。

指向阅读能力提升的小学语文“学教评一致性”策略研究

良好的阅读能力是小学生语言和思维发展的基础。然而,由于不同的学校、不同的教师采用不同的教学方法和评价标准,导致学生语文阅读能力差异较大。基于指向阅读能力的提升,文章探索一种能够提升小学生阅读能力的“学教评一致性”策略,旨在激发学生学习兴趣,增强语文阅读教学效果。

素养导向下的“学教评一致性”研究——以“比的意义”单元整体教学为例

立足“以生为本”的视角,探索从“教学评一致性”转变为“学教评一致性”。以“比”单元为例,从确定指向核心素养的学习目标、开发匹配学习目标的评价任务、设计契合学习目标的教学活动等方面进行单元整体教学,进行素养导向下的“学教评一致性”的实践探索。

“学教评”一致性的单元作业设计——以人教版二年级下册“克和千克”单元为例

为了设计基于“学教评”一致性的单元作业,本文以人教版小学数学二年级下册“克和千克”探究性作业为例,围绕单元内容,确定单元作业目标;基于核心素养,设计单元作业内容;分析作业情况,制定单元作业评价,最终形成“克和千克”的单元作业。

初中语文“学教评一致性”的目标导向策略

作为新课程改革的一部分,“学教评一致性”在初中的语文课堂已经实施,每一位语文教师都应该注重语文的学习和实践。如何提高初中语文的教学质量,这是语文教师需要研究和解决的主要问题,“学教评一致性”是新课程背景下发展起来的一种创新教学模式,“教学”和“评价”的目的是为了更好地体现“学习”的目标,因此,在教学过程中,教师始终坚持“学教评一致性”的理念,建立相应的语文课堂。更好地保证教师教学目标、教学过程和教学评价的有效性和一致性,促进教学效率和质量的发展。本文着重探讨初中语文教学的“学教评一致性”的目标导向有效策略。

基于“学教评一致性”的高中生物教学策略

课堂教学角度的“学教评一致性”要求学习、教学和评价要保持内在一致。在高中生物复习时,分析课程标准、研究高考评价体系、准确把握学情才能够有效诊断学生存在的问题、明确学生的起点和要达到的目标。围绕目标设计学、教、评,对实现有效教学至关重要。

On Formative Assessment in College English Teaching

Teaching assessment plays a very important part in college English teaching, and effective formative assessment can encourage students＇ learner autonomy, improve their ability, and stimulate their creativity as well. Based on the foreign and domestic studies, this paper first reviews the definition and types of assessment, and then analyses the factors which influence the application of formative assessment in the process of college English teaching.

The necessary humanistic embodiment in the philosophy, theory and mode of College English teaching

Along with development of China＇s popular education, the embodiment of humanistic education is the natural and inevitable requirement of higher education after its transition from elite to popular education to ensure a good quality and a higher level. English teaching is indispensable due to the uniqueness of Chinese language and culture, and our open policy. College English teaching has become an extremely important platform, different from most other countries, to train talents. And to train talents is not only to train for the English language speakers or to be just certain technicians. This article will, from aspects of teaching philosophy, theory and mode, give a preliminary probe into the reasons why humanistic education should show itself up in all segments of college English teaching and how to show up. And it is expected to use the little to get the big.

Reflection on Classroom Teaching Innovation Triggered by Non-Engfish Majors＇ Evaluation on Chinese and Foreign Instructor＇s Pedagogies

Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.

The application of formative assessment in college oral English teaching

Teaching assessment is one of the most important components of college English teaching. The traditional assessment system over emphasizes the summative assessment, which used examinations as the main assessment method. Formative assessment focuses on the process assessment during the practice of teaching. It is integrated in the teaching and learning process and cannot be separated as evaluation. The formative assessment aims to confirm the students＇ potential, develop their ability in study and strengthen the students＇ confidence and the spirit of cooperation. It is also a method intended to generate feedback on performance to improve and accelerate teaching and learning effectively. Based on some theories, this paper states the importance of the application of formative assessment in college oral English teaching. It also introduces some principles and measures to apply this assessment. The reasonable and effective application can promote college oral English teaching.

Current investigation and analysis of formative assessment in college oral English teaching

This article investigates and analyzes the current circumstances of formative assessment in college oral English teaching. The result shows： （1） students still have some difficulties in the process of oral English formative assessment; （2） students are not accessible to abundant formative assessment approaches; （3） teachers play an unsatisfactory role in the process of oral English formative assessment. Finally, this article offers some advice on figuring out the problems above.

Teaching evaluation on a WebGIS course based on dynamic self-adaptive teaching–learning-based optimization

Teaching evaluation on a WebGIS course is a multi-objective nonlinear high-dimensional NP-hard problem. The index system for the teaching evaluation of a WebGIS course, including teacher- and student-oriented sub-systems, is first established and used for questionnaires from 2013 to 2017. The multi-objective nonlinear high-dimensional evaluation model is constructed and then solved via dynamic self-adaptive teaching–learning-based optimization (DSATLBO). DSATLBO is based on teaching–learning-based optimization with five improvements: dynamic nonlinear self-adaptive teaching factor, extracurricular tutorship factor, dynamic self-adaptive learning factor, multi-way learning factor, and non-dominated sorting factor. WebGIS teaching performance is fully evaluated based on questionnaires and DSATLBO. Optimal weights and weighted scores from DSATLBO are compared with those from the non-dominated sorting genetic algorithm-II using the Pareto front, coverage to two sets, and spacing of the non-dominated solution sets to validate the performance of DSATLBO. The results show that DSATLBO can be uniformly distributed along the Pareto front. Therefore, DSATLBO can efficiently and feasibly solve the multi-objective nonlinear high-dimensional teaching evaluation model of a WebGIS course. The proposed teaching evaluation method can help reflecting the quality of all aspects of classroom teaching and guide the professional development of students.

Who Are We,What Can We Do,and What Do We Think?Review on EAP Teacher Development

In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP instructors.A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review.Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field.We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.

The AHP analysis on Quality Evaluation oriented to Bilingual Teaching Practices in Yunnan＇ s Universities

A number of studies show that bilingual education in private universities is worth studying in recent years, but its feasibility causes many debates at the same time which students are not as superior in both English proficiency and expertise as what we have expect- ed.However, it is undeniable that teaching process of teachers becomes significant influence on students＇ learning results. In my research I focus on the comprehensive view and procedures of teaching and set up the index system for evaluation of bilingual teaching process from teachers＇ perspective. In addition, I calculate the weighted value of each index at each level by using the root method, and determine the key success factors which affecting the quality of bilingual teaching process. Lastly, taking Oxbridge college as an example, I try to study what types of factors that constitutes conditions and limitations for a successful effect for bilingual teaching and to propose the solutions for improving and self-supervising in bilingual teaching process.

On appropriately assessing students＇ learning outcomes

Some students make negative comments on their learning outcomes after two years＇ college English learning. The article is to investigate factors influencing students＇ evaluation of their learning, including students＇ self-efficacy, learning strategies and different categories of achievement goals.

Application of Electronic Portfolio in Internship Course of University Art Education Major

Electronic portfolio is a method of teaching evaluation applied in teaching under the modern educational concept in recent years, normally used in primary and secondary schools. In recent years, some teachers have introdnced it into university teaching. Characteristics and demands of fine arts education internship ask for application of the form of electronic portfolio internship for teaching evaluation, enabling instructors to make internship preparation for students＇ internship period. Teaching experience accumulation and reflection could bring a more systematic and comprehensive evaluation of teaching and internship can enhance internship students＇ awareness of the importance of internship, and make good sorting in internship effectively. Self-reflection and conclusion are conducive to exchange of internship experience, promotion of learning ability and cultivation of a good learning attitude of life-long learning. In internship evaluation, teachers can determine evaluation objectives by applying the electronic portfolio to help students select portfolio of internship, gather the information needed in teaching, make teaching recommendations, solve practical teaching problems, and finally make a multivariate evaluation of internship students, to really make art education internship contribute to students.

Literature review of material evaluation

A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduction.