新课程的评价问题四

新课程的评价问题㈣：

课堂教学的评价高凌飚课程改革与评价专题讲座8教学评价的目的教学过程中的各种因素对教学的本质的认识教学评价的标准外部的教学评价反思式教学评价教学评价的目的检查教学质量诊断教学问题提高教学效果提高教学水平促进学生发展促进教师专业发展教学过程的要素教学内容教师背景学生课程，资源，评价，校风，师生关系，课堂氛围…显性内容隐性内容意向态度，专业素养，教学观念，课程分析，教学准备，教学方法，效果预期，方向计划。兴趣动机原有知识学习策略学习效果教学准备教学过程教学效果教学过程的模型资料来源：Biggs,J.B.&Collis,K.(1982):Evaluatingthequalityoflearning:TheSOLOtaxonomy,AcademicPress,NewYork

教学评价的模型教师准备过程效果学生内容背景三个阶段四个维度教学评价需要考虑的问题过程教师学生教师与学生内容背景准备教师教师与学生教师与背景教师与内容效果学生教师意向、教学观、教学策略、效果预期个性特点、已有知识、学习方式对课程的理解分析、资源准备、评价内容的理解分析教学策略投入程度学习方式相互作用丰富性科学性合理性课堂氛围达标情况专业发展对教学本质的认识－教学观传授知识教书育人端正态度发展能力应付考试互动发展式单向传授式传授知识大纲教材知识积累内容教师学生Viewedteachingasanonewaydeliveryprocessofknowledgeastudentisapassivereceiverorcontainerofknowledgeateacherisapersonwhopouredknowledgeintothestudentsfocusedonthecontent,especiallythenovelknowledgegoodteaching=todeliverknowledgeclearly,accurately,logicallyandeffectively,etc..应付考试成绩学生内容教师考试Viewedteachingasaprocessforaccomplishingtheinstitutionaltargets

externalevaluationofstudents’achievementisthecentralfocus

teaching=knowledgedelivery+externalmotivating+managementstudentsarenotself-motivated,theyneedanexternalpushtoforcethemtolearnastudentisafigurebeingshapedaccordingtotheinstitutionalvaluesateacheristhepersonwhodesigned,arranged,ranandcontrolledtheprocessofshapinggoodteaching=morechancesforstudentsindrillingexam-typeitems发展能力内容教师学生互动发展能力Viewteachingasaprocessofinteractionbetweenteachers,students,theteachingcontentandcontext

emphasisethefacilitationofstudentlearningandinteractionsgoodteaching=facilitatingandmotivatingstudentlearninginvarietiesofways.studentsareactivelearnerstheroleofateacherissimilartoaguideagoodteacher:intelligentandcapable,bekindandclosetostudents,openmind,involveactivelyinimprovingteaching,beequalwithstudents端正态度内容教师学生相互影响良好学习态度Teachingisviewedasaprocessofpromotinggoodattitudesandmotivatingstudentlearning

learningincludesthesettinguporchangesofstudents’attitudetolearningtheteachingcontentisnotexplicitasknowledgeinthedisciplinebutratherakindofimplicit‘message’containedintheteachers’performanceandinteacher-studentinteractions

agoodteachershouldunderstandstudents,couldcultivatestudentswithgoodlearningattitude,goodteachingshouldbeabletopromotestudents’interestinlearning教书育人教师学生行为改变相互影响相关材料Teachingisviewedasanimportantwaytofacilitatestudentsindevelopingpersonalconductandmorality

learningisawayofconductcultivation,awaytoarriveatself-perfectness

goodteachingshouldbeabletocultivatestudentsfromtheconductormoralaspectthemostimportantteaching‘content’istheimplicitmessagescontainedintheteachers’performanceandteacher-studentinteraction

emphasisethemodellingeffectofateacher-Wei

RenShiBiaoLearning&LearnerNatureofTeachingRoleofTeacherExpectOutcomesTeachingContentMethodofTeachingKDAcquiringknowledgeandskills;PassivereceiversDeliveringknowledgeandskillsDelivererandresourceAccumulationofknowledgeandskillsFollowsthetextbookcloselyOne-waylecturingplusdemonstrationEPAchievingexamrequirements,Achievers,CompetitivePreparingforexaminations;DrillingstudentsTraineranddirectorHighexamachievementConductedbythe‘batonofexams’Classroomdrilling,EffectiveforpreparingexamsADInternalconstruction;Explorers,Capable,flexibleandcreativeFacilitatinglearningGuide,leader,andfacilitatorDevelopingunderstandingandability,knowinghowtolearnMeetstheneedsofstudentsandmatchesstudents’levelAvarietyofmethods,emphasisesactivities&interactionsAPEstablishinggoodattitude,PromotingandfosteringgoodattitudeModelofgoodlearnerwithgoodattitudeActiveandindependentinlearningContainedimplicitlyinteachers’performanceInteractiveandinteresting;indirectmannerCGSelf-improvement

FacilitatingandguidinggoodconductRolemodelofgoodconduct,friendofstudentsQualifiedpersonswithgoodconductRelatedmaterials,containedimplicitlyinteachers’behavioursFriendlyandinteractive,indirectmanner教学评价的标准⑴准备阶段教师是否以积极的态度进行教学准备教师的教学观念具备一定的先进性并切合实际教师对教学的设计和预期的目标是否合理教师能否正确把握学生的特点、学习方式和已有知识教师对课程的理解分析是否正确、资源准备是否充分、评价手段是否合理教师对教学内容的理解是否正确，分析是否合理教学评价的标准⑵过程阶段教师的角色地位和教学策略是否得当学生是否积极投入学习，学习方式如何师生间以及同学间的以什么方式互动，水平如何课堂上呈现的教学内容的丰富性、科学性、合理性课堂氛围是否有利于学生学习效果阶段学生是否达到教学目标的要求教师的专业素养表现评价方法外部评价程序与方法：准备阶段：访谈与阅读教案过程阶段：课堂观察与讨论效果阶段：必要的测试和访谈工具优点和不足：相对客观；简单化，表面化内部评价程序与方法：自我反思优点和不足：深入，自我建构；主观准备阶段记录表

与教师谈话问题教师回答要点访谈记录1你如何备课？成功的教学包括哪些要素？2上课之前你心中考虑的最主要是什么？3你如何确定这堂课的教学目标？

4你如何设计这节课的教学？5你有没有考虑学生已有的想法？你在教学中如何联系学生的想法？6这节课的辅助教学资源足够吗？如果不够，你怎么办？教案阅读1课堂教学目标2教学过程与方法设计3课堂和课后练习安排课堂观察记录表

教师讲授内容时间资源运用启发性科学性生动性321321321321师生互动内容时间形式启发性生动性效果321321321学生活动内容时间形式启发性生动性效果321321321教学评价表举例评价问题等

级描述说明54321准备1、教师进行教学准备的态度2、教师的教学观念的先进性3、教学的设计和预期目标的合理性4、教师对学生的特点和已有知识的了解5、教师对课程及教学内容的理解分析是否正确6、教师对资源的准备评价问题等

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