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新西兰作业代写:课程评价

传统的课程评价忽视了学生的作用,“评价主体由上而下依次是政府部门评价学校,学校评价教师,教师评价学生,学生被排斥在评价主体之外,成为永不变的被评价对象。”与传统评价相比,成长记录袋能够反映学生在学习与发展过程中的重要内容,汇集广泛全面的学习证据,多角度地向教师、家长和学生本人展现学生的进步与变化,把学生置于课程评价的主体地位,给予他们充分的机会参与评价、展示自我,把学生视为评价主体,使评价活动处于民主、协作的氛围之中,避免了评价的独断性及片面性。在成长记录袋评定中,选择什么样的作品放入记录袋是由学生自己决定的,因此,他们有机会对自己的作品进行评价和反思,及时判断自己学习的质量,充分调动学习的积极性和主动性。成长记录袋评定法为学生提供了自我评价的参照依据,课程评价主要是由师生相互合作共同建构的活动。其流程为:使学生参与评价→收集评价资料→设计评价工具→观察分析学生发展→诠释资料→做出评价。课程评价必须以尊重学生为基本前提,积极采用并推行学生自评,使评价成为学生认识自我、发展自我、管理自我、激励自我的一种手段。学生与教师是评价的平等主体,学生在师生相互信任与协作的基础上,通过自我评价、同学互评、教师评价,形成生生互动、师生互动的良性交往,促进双方共同发展。教师向学生反馈积极、中肯的评价信息,使学生一方面肯定自己的进步,树立自信心,另一方面对于学习上的不足,学生乐于虚心接受并努力改进。教师应关注学生之间的交流与评价,使学生在相互评价过程中学会欣赏他人、悦纳自己,形成积极健康的心态。平等化、民主化的师生交往也使教师从学生那里得到较真实的反馈信息,教师通过分析这些信息了解学生发展的质量状况,及时发现现行课程中存在的问题,以便做出合理的课程决策,有效改进课程。

新西兰作业代写:课程评价

The traditional curriculum evaluation ignores the role of students. “the evaluation subject is the government departments’ evaluation of schools, the schools’ evaluation of teachers, and the teachers’ evaluation of students. The students are excluded from the evaluation subject and become the evaluation object forever. Compared with the traditional evaluation, growth record bag can reflect the important content in the process of students in learning and development, comprehensive study evidence, multi-angle to teachers, parents and students show the student’s progress and change, put students in the main body status of curriculum evaluation, giving them the opportunity to fully participate in the evaluation, to show themselves, the students as the main, make the evaluation activity in a democracy, collaborative atmosphere, avoid the arbitrariness of evaluation and one-sidedness. In the evaluation of the growth record bag, students decide what kind of works to put in the record bag. Therefore, they have the opportunity to evaluate and reflect on their own works, timely judge the quality of their own learning, and fully mobilize the enthusiasm and initiative of learning. The growth record bag evaluation method provides the reference basis for students’ self-evaluation. The process is as follows: make students participate in evaluation → collect evaluation data → design evaluation tools → observe and analyze student development → interpret data → make evaluation. Curriculum evaluation must respect students as the basic premise, and actively adopt and implement students’ self-evaluation, so that evaluation becomes a means for students to know, develop, manage and motivate themselves. Students and teachers are equal subjects of evaluation. On the basis of mutual trust and cooperation between teachers and students, students can form a benign interaction between students and students, and between teachers and students, to promote the common development of both sides. Teachers give feedback to students with positive and pertinent evaluation information, so that students affirm their progress and establish self-confidence on the one hand; on the other hand, students are willing to accept and make efforts to improve their learning shortcomings modestly. Teachers should pay attention to the communication and evaluation between students, so that students learn to appreciate others and accept themselves in the process of mutual evaluation, and form a positive and healthy attitude. Equalized and democratized teacher-student communication also enables teachers to get more authentic feedback from students. Through analyzing these information, teachers can understand the quality of students’ development and timely find problems existing in the current curriculum, so as to make reasonable course decisions and effectively improve the curriculum.

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