堂教學(xué)的評(píng)價(jià)PPT課件

1、課堂教學(xué)的評(píng)價(jià)高凌飚2008年11月5日email: 課程與教學(xué)評(píng)價(jià)專題講座五 教學(xué)評(píng)價(jià)的目的 教學(xué)過(guò)程中的各種因素 對(duì)教學(xué)的本質(zhì)的認(rèn)識(shí) 教學(xué)評(píng)價(jià)的模型和標(biāo)準(zhǔn) 外部的教學(xué)評(píng)價(jià) 反思式教學(xué)評(píng)價(jià)教學(xué)評(píng)價(jià)的目的檢查教學(xué)質(zhì)量診斷教學(xué)問(wèn)題提高教學(xué)效果提高教學(xué)水平促進(jìn)學(xué)生發(fā)展促進(jìn)教師專業(yè)發(fā)展教學(xué)過(guò)程的要素教學(xué)內(nèi)容教師背景課程，資源，評(píng)價(jià)，校風(fēng)，師生關(guān)系，課堂氛圍顯性內(nèi)容隱性內(nèi)容意向態(tài)度，專業(yè)素養(yǎng)，教學(xué)觀念，課程分析，教學(xué)準(zhǔn)備，教學(xué)方法，效果預(yù)期，方向計(jì)劃。興趣動(dòng)機(jī)原有知識(shí)學(xué)習(xí)策略學(xué)習(xí)效果教學(xué)準(zhǔn)備教學(xué)過(guò)程教學(xué)效果教學(xué)過(guò)程的模型資料來(lái)源：資料來(lái)源：biggs, j. b. & collis, k. (

2、1982): evaluating the quality of learning: the solo taxonomy, academic press, new york 教學(xué)評(píng)價(jià)需要考慮的問(wèn)題過(guò)程教師學(xué)生教師與學(xué)生內(nèi)容背景準(zhǔn)備教師教師與學(xué)生教師與背景教師與內(nèi)容效果學(xué)生教師意向、教學(xué)觀、教學(xué)策略、效果預(yù)期個(gè)性特點(diǎn)、已有知識(shí)、學(xué)習(xí)方式對(duì)課程的理解分析、資源準(zhǔn)備、評(píng)價(jià)內(nèi)容的理解分析教學(xué)策略投入程度學(xué)習(xí)方式相互作用豐富性科學(xué)性合理性課堂氛圍達(dá)標(biāo)情況專業(yè)發(fā)展對(duì)教學(xué)本質(zhì)的認(rèn)識(shí)教學(xué)觀傳授知識(shí)教書育人端正態(tài)度發(fā)展能力應(yīng)付考試互動(dòng)發(fā)展式單向傳授式傳授知識(shí)大綱教材知識(shí)積累內(nèi)容教師學(xué)生viewed teachi

3、ng 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 teaching = to deliver knowledge clearly, accurately, logically and effecti

4、vely, etc.應(yīng)付考試成績(jī)學(xué)生內(nèi)容教師考試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 students are not self-motivated, they need an external push to force them

5、 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 items發(fā)展能力內(nèi)容教師學(xué)生互動(dòng)發(fā)展能力view teaching as a process of interaction

6、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 the role of a teacher is similar to a guide a good teacher: int

7、elligent and capable, be kind and close to students, open mind, involve actively in improving teaching, be equal with students 端正態(tài)度內(nèi)容教師學(xué)生相互影響良好學(xué)習(xí)態(tài)度teaching is viewed as a process of promoting good attitudes and motivating student learning learning includes the setting up or changes of students attit

8、ude 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 students, could cultivate students with good learning attitude, good te

9、aching should be able to promote students interest in learning教書育人教師學(xué)生行為改變相互影響相關(guān)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 way to arrive at self-perfectness good teaching should be able to cu

10、ltivate 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 ren shi biaolearning & learnernature of teachingrole of teacherex

11、pect outcomes teaching contentmethod of teachingkdacquiring knowledge and skills;passive receiversdelivering knowledge and skillsdeliverer and resource accumulation of knowledge and skillsfollows the textbook closelyone-way lecturing plus demonstrationepachieving exam requirements,achievers,competit

12、ive preparing for examinations; drilling studentstrainer and directorhigh exam achievementconducted by the baton of examsclassroom drilling, effective for preparing examsadinternal construction;explorers,capable, flexible and creativefacilitating learning guide, leader, and facilitator developing un

13、derstanding and ability, knowing how to learnmeets the needs of students and matches students levela variety of methods, emphasises activities & interactionsapestablishing good attitude, promoting and fostering good attitude model of good learner with good attitudeactive and independent in learn

14、ingcontained implicitly in teachers performanceinteractive and interesting; indirect manner cgself-improvement facilitating and guiding good conductrole model of good conduct,friend of studentsqualified persons with good conductrelated materials,contained implicitly in teachers behavioursfriendly an

15、d interactive, indirect manner教學(xué)評(píng)價(jià)的模型教師準(zhǔn)備過(guò)程效果學(xué)生內(nèi)容背景三個(gè)階段四個(gè)維度教學(xué)評(píng)價(jià)的標(biāo)準(zhǔn) 準(zhǔn)備階段準(zhǔn)備階段 教師是否以積極的態(tài)度進(jìn)行教學(xué)準(zhǔn)備教師是否以積極的態(tài)度進(jìn)行教學(xué)準(zhǔn)備 教師的教學(xué)觀念具備一定的先進(jìn)性并切合實(shí)際教師的教學(xué)觀念具備一定的先進(jìn)性并切合實(shí)際 教師對(duì)教學(xué)的設(shè)計(jì)和預(yù)期的目標(biāo)是否合理教師對(duì)教學(xué)的設(shè)計(jì)和預(yù)期的目標(biāo)是否合理 教師能否正確把握學(xué)生的特點(diǎn)、學(xué)習(xí)方式和已教師能否正確把握學(xué)生的特點(diǎn)、學(xué)習(xí)方式和已有知識(shí)有知識(shí) 教師對(duì)課程的理解分析是否正確、資源準(zhǔn)備是教師對(duì)課程的理解分析是否正確、資源準(zhǔn)備是否充分、評(píng)價(jià)手段是否合理否充分、評(píng)價(jià)手段是否合理 教

16、師對(duì)教學(xué)內(nèi)容的理解是否正確，分析是否合教師對(duì)教學(xué)內(nèi)容的理解是否正確，分析是否合理理教學(xué)評(píng)價(jià)的標(biāo)準(zhǔn) 過(guò)程階段過(guò)程階段 教師的角色地位和教學(xué)策略是否得當(dāng)教師的角色地位和教學(xué)策略是否得當(dāng) 學(xué)生是否積極投入學(xué)習(xí)，學(xué)習(xí)方式如何學(xué)生是否積極投入學(xué)習(xí)，學(xué)習(xí)方式如何 師生間以及同學(xué)間的以什么方式互動(dòng)，水平如師生間以及同學(xué)間的以什么方式互動(dòng)，水平如何何 課堂上呈現(xiàn)的教學(xué)內(nèi)容的豐富性、科學(xué)性、合課堂上呈現(xiàn)的教學(xué)內(nèi)容的豐富性、科學(xué)性、合理性理性 課堂氛圍是否有利于學(xué)生學(xué)習(xí)課堂氛圍是否有利于學(xué)生學(xué)習(xí) 效果階段效果階段 學(xué)生是否達(dá)到教學(xué)目標(biāo)的要求學(xué)生是否達(dá)到教學(xué)目標(biāo)的要求 教師的專業(yè)素養(yǎng)表現(xiàn)教師的專業(yè)素養(yǎng)表現(xiàn)評(píng)價(jià)方法

17、外部評(píng)價(jià)外部評(píng)價(jià) 程序與方法：程序與方法： 準(zhǔn)備階段：訪談與閱讀教案準(zhǔn)備階段：訪談與閱讀教案 過(guò)程階段：課堂觀察與討論過(guò)程階段：課堂觀察與討論 效果階段：必要的測(cè)試和訪談效果階段：必要的測(cè)試和訪談 工具工具 優(yōu)點(diǎn)和不足：相對(duì)客觀；簡(jiǎn)單化，表面化優(yōu)點(diǎn)和不足：相對(duì)客觀；簡(jiǎn)單化，表面化 內(nèi)部評(píng)價(jià)內(nèi)部評(píng)價(jià) 程序與方法：自我反思程序與方法：自我反思 優(yōu)點(diǎn)和不足：深入，自我建構(gòu)；主觀優(yōu)點(diǎn)和不足：深入，自我建構(gòu)；主觀準(zhǔn)備階段記錄表 與教師談話問(wèn)題與教師談話問(wèn)題教師回答要點(diǎn)教師回答要點(diǎn)訪訪談?wù)動(dòng)浻涗涗? 1你如何備課？成功的教學(xué)包括哪些要素？你如何備課？成功的教學(xué)包括哪些要素？2 2上課之前你心中考慮的最主要

18、是什么？上課之前你心中考慮的最主要是什么？3 3你如何確定這堂課的教學(xué)目標(biāo)？你如何確定這堂課的教學(xué)目標(biāo)？ 4 4你如何設(shè)計(jì)這節(jié)課的教學(xué)？你如何設(shè)計(jì)這節(jié)課的教學(xué)？5 5你有沒(méi)有考慮學(xué)生已有的想法？你在教學(xué)你有沒(méi)有考慮學(xué)生已有的想法？你在教學(xué)中如何聯(lián)系學(xué)生的想法？中如何聯(lián)系學(xué)生的想法？6 6這節(jié)課的輔助教學(xué)資源足夠嗎？如果不夠，這節(jié)課的輔助教學(xué)資源足夠嗎？如果不夠，你怎么辦？你怎么辦？教教案案閱閱讀讀1 1課堂教學(xué)目標(biāo)課堂教學(xué)目標(biāo)2 2教學(xué)過(guò)程與方法設(shè)計(jì)教學(xué)過(guò)程與方法設(shè)計(jì)3 3課堂和課后練習(xí)安排課堂和課后練習(xí)安排課堂觀察記錄表 教教師師講講授授內(nèi)容內(nèi)容時(shí)間時(shí)間資源運(yùn)用資源運(yùn)用啟發(fā)性啟發(fā)性科學(xué)性科學(xué)性生動(dòng)性生動(dòng)性3 32 21 13 32 21 13 32 21 13 32 21 1師師生生互互動(dòng)動(dòng)內(nèi)容內(nèi)容時(shí)間時(shí)間形式形式啟發(fā)性啟發(fā)性生動(dòng)性生動(dòng)性效果效果3 32 21 13 32 21 13 32 21 1學(xué)學(xué)生生活活動(dòng)動(dòng)內(nèi)容內(nèi)容時(shí)間時(shí)間形式形式啟發(fā)性啟發(fā)性生動(dòng)性生動(dòng)性效果效果3 32 21 13 32 21 13 32 2