新课程的评价问题课堂教学的评价市公开课一等奖百校联赛特等奖课件

新课程评价问题㈣：

课堂教学评价高凌飚12月13日Email:gaolb@课程改革与评价专题讲座8第1页教学评价目标教学过程中各种原因对教学本质认识教学评价标准外部教学评价反思式教学评价第2页教学评价目标检验教学质量诊疗教学问题提升教学效果提升教学水平促进学生发展促进教师专业发展第3页教学过程要素教学内容教师背景学生课程，资源，评价，校风，师生关系，课堂气氛…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第4页教学过程模型资料起源：Biggs,J.B.&Collis,K.(1982):Evaluatingthequalityoflearning:TheSOLOtaxonomy,AcademicPress,NewYork

第5页教学评价模型教师准备过程效果学生内容背景三个阶段四个维度第6页教学评价需要考虑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、已经有知识、学习方式对课程了解分析、资源准备、评价内容了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气氛达标情况专业发展第7页对教学本质认识－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第8页传授知识大纲教材知识积累内容教师学生Viewedteachingasanonewaydeliveryprocessofknowledgeastudentisapassivereceiverorcontainerofknowledgeateacherisapersonwhopouredknowledgeintothestudentsfocusedonthecontent,especiallythenovelknowledgegoodteaching=todeliverknowledgeclearly,accurately,logicallyandeffectively,etc..第9页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第10页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第11页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第12页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-WeiRenShiBiao第13页Learning&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第14页教学评价标准⑴准备阶段教师是否以主动态度进行教学准备教师教学观念具备一定先进性并切合实际教师对教学设计和预期目标是否合理教师能否正确把握学生特点、学习方式和已经有知识教师对课程了解分析是否正确、资源准备是否充分、评价伎俩是否合理教师对教学内容了解是否正确，分析是否合理第15页教学评价标准⑵过程阶段教师角色地位和教学策略是否得当学生是否主动投入学习，学习方式怎样师生间以及同学间以什么方式互动，水平怎样课堂上展现教学内容丰富性、科学性、合理性课堂气氛是否有利于学生学习效果阶段学生是否到达教学目标要求教师专业素养表现第16页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；主观第17页准备阶段统计表与教师谈话问题教师回答关键点访谈记录1你怎样备课？成功教学包含哪些要素？2上课之前你心中考虑最主要是什么？3你怎样确定这堂课教学目标？4你怎样设计这节课教学？5你有没有考虑学生已经有想法？你在教学中怎样联络学生想法？6这节课辅助教学资源足够吗？假如不够，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第18页课堂观察统计表教师讲授内容时间资源利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第19页教学评价表举例评价问题等级描述说明54321准备1、教师进行教学准备态度2、教师教学观念先进性3、教学设计和预期目标合理性4、教师对学生特点和已经有知识了解5、教师对课程及教学内容了解分析是否正确6、教师对资源准备第20页