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1、新课程的评价问题：课堂教学的评价,高凌飚2006年12月13日Email:,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.&Co
2、llis,K.(1982):Evaluating the quality of learning:The SOLO taxonomy,Academic Press,New York,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
3、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,Viewed teaching as an one way delivery process of knowledge a student is a passive receiver or container of knowledge a teacher is a person who poured knowledge into the students focused on the content,especially the novel knowledge good tea
4、ching=to deliver knowledge clearly,accurately,logically and effectively,etc.,应付考试,成绩,学生,内容,教师,考试,Viewed teaching as a process for accomplishing the institutional targets external evaluation of students achievement is the central focus teaching=knowledge delivery+external motivating+management studen
5、ts are not self-motivated,they need an external push to force them to learn a student is a figure being shaped according to the institutional values a teacher is the person who designed,arranged,ran and controlled the process of shaping good teaching=more chances for students in drilling exam-type i
6、tems,发展能力,内容,教师,学生,互动,发展能力,View teaching as a process of interaction between teachers,students,the teaching content and context emphasise the facilitation of student learning and interactions good teaching=facilitating and motivating student learning in varieties of ways.students are active learners
7、 the role of a teacher is similar to a guide a good teacher:intelligent and capable,be kind and close to students,open mind,involve actively in improving teaching,be equal with students,端正态度,内容,教师,学生,相互影响,良好学习态度,Teaching is viewed as a process of promoting good attitudes and motivating student learn
8、ing learning includes the setting up or changes of students attitude to learning the teaching content is not explicit as knowledge in the discipline but rather a kind of implicit message contained in the teachers performance and in teacher-student interactions a good teacher should understand studen
9、ts,could cultivate students with good learning attitude,good teaching should be able to promote students interest in learning,教书育人,教师,学生,行为改变,相互影响,相关材料,Teaching is viewed as an important way to facilitate students in developing personal conduct and morality learning is a way of conduct cultivation,a
10、 way to arrive at self-perfectness good teaching should be able to cultivate students from the conduct or moral aspect the most important teaching content is the implicit messages contained in the teachers performance and teacher-student interaction emphasise the modelling effect of a teacher-Wei Re
11、n Shi Biao,教学评价的标准,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,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,课堂观察记录表,教学评价表举例,思考与讨论,怎样认识教学过程的因素和本质？你认为什么样的教学是好的教学？谈谈你对课堂教学评价的维度和标准的看法。,调动学生的学习积极性是教学永恒的主题,要有好的效果需有好的过程,再见！,See you next time.,
