新課程的評(píng)價(jià)問(wèn)題㈣課堂教學(xué)的評(píng)價(jià)ppt課件

1、高凌飚2019年12月13日: 教學(xué)評(píng)價(jià)的目的 教學(xué)過(guò)程中的各種要素 對(duì)教學(xué)的本質(zhì)的認(rèn)識(shí) 教學(xué)評(píng)價(jià)的規(guī)范 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)程度促進(jìn)學(xué)生開(kāi)展促進(jìn)教師專業(yè)開(kāi)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，課堂氣氛顯性內(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)預(yù)備，教學(xué)方法，效果預(yù)期，方向方案。興趣動(dòng)機(jī)原有知識(shí)學(xué)習(xí)戰(zhàn)略學(xué)習(xí)效果教學(xué)預(yù)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. (1982): Evalua

2、ting the quality of learning: The SOLO taxonomy, Academic Press, New York 教學(xué)評(píng)價(jià)的模型教師預(yù)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)需求思索的問(wèn)題過(guò)程教師學(xué)生教師與學(xué)生內(nèi)容背景預(yù)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)戰(zhàn)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)課程的了解分析、資源預(yù)備、評(píng)價(jià)內(nèi)容的了解分析教學(xué)戰(zhàn)略投入程度學(xué)習(xí)方式相互作用豐富性科學(xué)性合理性課堂氣氛達(dá)標(biāo)情況專業(yè)開(kāi)展對(duì)教學(xué)本質(zhì)的認(rèn)識(shí)教學(xué)觀教授知識(shí)教書(shū)育人端正態(tài)度開(kāi)展才干應(yīng)付考試互動(dòng)開(kāi)展式單向教授式教授知識(shí)大綱教材知識(shí)積累內(nèi)容教

3、師學(xué)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 teaching = to deliver knowledge clearly, accurately, logic

4、ally and effectively, etc.應(yīng)付考試成果學(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 pu

5、sh 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 items開(kāi)展才干內(nèi)容教師學(xué)生互動(dòng)開(kāi)展才干View teaching as a process

6、 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 the role of a teacher is similar to a guide a g

7、ood teacher: intelligent 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 o

8、f 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 students, could cultivate students with good learning a

9、ttitude, good teaching should be able to promote students interest in learning教書(shū)育人教師學(xué)生行為改動(dòng)相互影響相關(guān)資料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 shou

10、ld 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 Ren Shi BiaoLearning & LearnerNature of TeachingR

11、ole of TeacherExpect 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,Ac

12、hievers,Competitive 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 facilitat

13、or Developing understanding 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 inde

14、pendent in learningContained 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 behav

15、ioursFriendly and interactive, indirect manner教學(xué)評(píng)價(jià)的規(guī)范 預(yù)備階段預(yù)備階段 教師能否以積極的態(tài)度進(jìn)展教學(xué)預(yù)備教師能否以積極的態(tài)度進(jìn)展教學(xué)預(yù)備 教師的教學(xué)觀念具備一定的先進(jìn)性并切合教師的教學(xué)觀念具備一定的先進(jìn)性并切合實(shí)踐實(shí)踐 教師對(duì)教學(xué)的設(shè)計(jì)和預(yù)期的目的能否合理教師對(duì)教學(xué)的設(shè)計(jì)和預(yù)期的目的能否合理 教師能否正確把握學(xué)生的特點(diǎn)、學(xué)習(xí)方式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)和已有知識(shí) 教師對(duì)課程的了解分析能否正確、資源預(yù)教師對(duì)課程的了解分析能否正確、資源預(yù)備能否充分、評(píng)價(jià)手段能否合理備能否充分、評(píng)價(jià)手段能否合理 教師對(duì)教學(xué)內(nèi)容的了解能否正確

16、，分析能教師對(duì)教學(xué)內(nèi)容的了解能否正確，分析能否合理否合理教學(xué)評(píng)價(jià)的規(guī)范 過(guò)程階段過(guò)程階段 教師的角色位置和教學(xué)戰(zhàn)略能否得當(dāng)教師的角色位置和教學(xué)戰(zhàn)略能否得當(dāng) 學(xué)生能否積極投入學(xué)習(xí)，學(xué)習(xí)方式如何學(xué)生能否積極投入學(xué)習(xí)，學(xué)習(xí)方式如何 師生間以及同窗間的以什么方式互動(dòng)，程師生間以及同窗間的以什么方式互動(dòng)，程度如何度如何 課堂上呈現(xiàn)的教學(xué)內(nèi)容的豐富性、科學(xué)性、課堂上呈現(xiàn)的教學(xué)內(nèi)容的豐富性、科學(xué)性、合理性合理性 課堂氣氛能否有利于學(xué)生學(xué)習(xí)課堂氣氛能否有利于學(xué)生學(xué)習(xí) 效果階段效果階段 學(xué)生能否到達(dá)教學(xué)目的的要求學(xué)生能否到達(dá)教學(xué)目的的要求 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 外部評(píng)價(jià)外部評(píng)價(jià) 程序與方

17、法：程序與方法： 預(yù)備階段：訪談與閱讀教案預(yù)備階段：訪談與閱讀教案 過(guò)程階段：課堂察看與討論過(guò)程階段：課堂察看與討論 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)和缺乏：相對(duì)客觀；簡(jiǎn)單化，外表化優(yōu)點(diǎn)和缺乏：相對(duì)客觀；簡(jiǎn)單化，外表化 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)和缺乏：深化，自我建構(gòu)；客觀優(yōu)點(diǎn)和缺乏：深化，自我建構(gòu)；客觀預(yù)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是什么？上課之前你心中考慮

18、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)安排課堂察看記錄表 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