“合作学习”(Cooperative Learning)在国际上广泛运用,使得“高阶能力的测评”成为当前教育测评领域发展的新趋势,因而“合作问题解决”(Collaborative Problem Solving,简称CPS)评价也体系随之产生并广泛应用。本文在合作问题解决的...“合作学习”(Cooperative Learning)在国际上广泛运用,使得“高阶能力的测评”成为当前教育测评领域发展的新趋势,因而“合作问题解决”(Collaborative Problem Solving,简称CPS)评价也体系随之产生并广泛应用。本文在合作问题解决的研究背景下,综合阐述了国际最新CPS理论研究,整理并剖析了CPS概念内涵,结合当前我国高校商英合作学习模式中所存在的问题,构建了符合《普通高等学校商务英语专业本科教学质量国家标准》人才培养目标的测评框架及指标体系,形成了多维度、多等级、多层次的评价标准,以此促进商务英语教学合作学习模式的设计与应用的改革,提升当前商务英语合作探究教学的有效性。展开更多
为实现民航飞行教员合作能力的量化评价,基于合作问题解决(Collaborative Problem Solving,CPS)框架提出了一种飞行教员合作能力测评方法并进行实例验证。首先,结合飞行教员工作情境及任务需求,采用21世纪能力的教学与评价(Assessment a...为实现民航飞行教员合作能力的量化评价,基于合作问题解决(Collaborative Problem Solving,CPS)框架提出了一种飞行教员合作能力测评方法并进行实例验证。首先,结合飞行教员工作情境及任务需求,采用21世纪能力的教学与评价(Assessment and Teaching of 21st Century Skills,ATC21S)项目开发的CPS框架,以情景问答形式设计合作能力测评方案;通过实施专家问卷,证实了CPS框架在飞行教员应对极端飞行情景下的适用性及测试设计合理性;最后,开发了民航飞行教员合作能力测评系统模块,应用该模块采集了飞行教员数据进行验证。结果表明:CPS框架可以用于民航飞行教员的合作能力评估;同时,社会技能(参与、观点采纳和社交管理),尤其是适应性响应是影响飞行教员合作能力水平的关键因素。基于CPS框架的民航飞行教员合作能力测评方法具有适用性和推广价值,为下一步开展飞行教员能力测评、选拔及训练提供了基础和参考。展开更多
Considered a crucial skill in the 21st century,collaborative problem solving(CPS)has been an essential development task for preschool children.This study analyzes preschool children’s discourse in the project-based l...Considered a crucial skill in the 21st century,collaborative problem solving(CPS)has been an essential development task for preschool children.This study analyzes preschool children’s discourse in the project-based learning(PBL)process and presents the following findings.Firstly,in the collaborative dimension,the frequency of children’s discourse on establishing and maintaining shared understanding(U)and taking appropriate action to solve the problem(A)is relatively high,while that on establishing and maintaining team organization(O)is relatively low.Secondly,in the problem solving dimension,the frequency of children’s discourse on planning and executing(P&E)is the highest,while that on monitoring and reflecting(M&R)is the lowest.Thirdly,in terms of turn taking patterns,self-selection accounts for a significantly higher proportion than allocation and continuation.Overall,preschool children’s CPS is characterized by loose collaboration and multilinear problem solving.They are usually keener to strive for opportunities to express their views but lack attention to others’speeches.At the same time,they can constantly come up with new problem solving plans and actions but rarely reflect on their feasibility and actual effects.In addition to children’s collaborative role,teachers’intervention can also impact the CPS processes.Therefore,teachers are recommended to provide children with opportunities for CPS and strengthen monitoring,guidance,and support in children’s CPS processes to facilitate better child engagement in CPS.展开更多
文摘“合作学习”(Cooperative Learning)在国际上广泛运用,使得“高阶能力的测评”成为当前教育测评领域发展的新趋势,因而“合作问题解决”(Collaborative Problem Solving,简称CPS)评价也体系随之产生并广泛应用。本文在合作问题解决的研究背景下,综合阐述了国际最新CPS理论研究,整理并剖析了CPS概念内涵,结合当前我国高校商英合作学习模式中所存在的问题,构建了符合《普通高等学校商务英语专业本科教学质量国家标准》人才培养目标的测评框架及指标体系,形成了多维度、多等级、多层次的评价标准,以此促进商务英语教学合作学习模式的设计与应用的改革,提升当前商务英语合作探究教学的有效性。
文摘为实现民航飞行教员合作能力的量化评价,基于合作问题解决(Collaborative Problem Solving,CPS)框架提出了一种飞行教员合作能力测评方法并进行实例验证。首先,结合飞行教员工作情境及任务需求,采用21世纪能力的教学与评价(Assessment and Teaching of 21st Century Skills,ATC21S)项目开发的CPS框架,以情景问答形式设计合作能力测评方案;通过实施专家问卷,证实了CPS框架在飞行教员应对极端飞行情景下的适用性及测试设计合理性;最后,开发了民航飞行教员合作能力测评系统模块,应用该模块采集了飞行教员数据进行验证。结果表明:CPS框架可以用于民航飞行教员的合作能力评估;同时,社会技能(参与、观点采纳和社交管理),尤其是适应性响应是影响飞行教员合作能力水平的关键因素。基于CPS框架的民航飞行教员合作能力测评方法具有适用性和推广价值,为下一步开展飞行教员能力测评、选拔及训练提供了基础和参考。
基金funded by the Zhejiang Provincial Educational Science Planning Project“Reconstructing Young Children’s Learning Experience:Research on the Construction and Practice of Sustainable Development Curriculum in Kindergarten”(No.2020SCG202).
文摘Considered a crucial skill in the 21st century,collaborative problem solving(CPS)has been an essential development task for preschool children.This study analyzes preschool children’s discourse in the project-based learning(PBL)process and presents the following findings.Firstly,in the collaborative dimension,the frequency of children’s discourse on establishing and maintaining shared understanding(U)and taking appropriate action to solve the problem(A)is relatively high,while that on establishing and maintaining team organization(O)is relatively low.Secondly,in the problem solving dimension,the frequency of children’s discourse on planning and executing(P&E)is the highest,while that on monitoring and reflecting(M&R)is the lowest.Thirdly,in terms of turn taking patterns,self-selection accounts for a significantly higher proportion than allocation and continuation.Overall,preschool children’s CPS is characterized by loose collaboration and multilinear problem solving.They are usually keener to strive for opportunities to express their views but lack attention to others’speeches.At the same time,they can constantly come up with new problem solving plans and actions but rarely reflect on their feasibility and actual effects.In addition to children’s collaborative role,teachers’intervention can also impact the CPS processes.Therefore,teachers are recommended to provide children with opportunities for CPS and strengthen monitoring,guidance,and support in children’s CPS processes to facilitate better child engagement in CPS.
