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.pptx

新课程评价问题：课堂教学评价高凌飚12月13日Email:课程改革与评价专题讲座课程改革与评价专题讲座8 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：资料起源：Biggs,J.B.&Collis,K.(1982):Evaluating the quality of learning:The SOLO taxonomy,Academic Press,New York 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,logically and effectively,etc.第9页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 students 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 items第10页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 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 第11页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 learning 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 students,could cultivate students with good learning attitude,good teaching should be able to promote students interest in learning第12页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 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 Ren Shi Biao第13页Learning&LearnerNature of TeachingRole 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,Achievers,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 facilitator 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 independent 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 behavioursFriendly and interactive,indirect manner第14页教学评价标准准备阶段准备阶段教师是否以主动态度进行教学准备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、学习方式和已经教师能否正确把握学生特点、学习方式和已经有知识有知识教师对课程了解分析是否正确、资源准备是否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页教学评价标准过程阶段过程阶段教师角色地位和教学策略是否得当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课堂气氛是否有利于学生学习效果阶段效果阶段学生是否到达教学目标要求学生是否到达教学目标要求教师专业素养表现教师专业素养表现第16页评价方法外部评价外部评价程序与方法：程序与方法：准备阶段：访谈与阅读教案准备阶段：访谈与阅读教案过程阶段：课堂观察与讨论过程阶段：课堂观察与讨论效果阶段：必要测试和访谈效果阶段：必要测试和访谈工具工具优点和不足：相对客观；简单化，表面化优点和不足：相对客观；简单化，表面化内部评价内部评价程序与方法：自我反思程序与方法：自我反思优点和不足：深入，自我建构；主观优点和不足：深入，自我建构；主观第17页准备阶段统计表 与教师谈话问题与教师谈话问题教师回答关键点访访谈谈记记录录1 1你怎样备课？成功教学包含哪些要素？2 2上课之前你心中考虑最主要是什么？3 3你怎样确定这堂课教学目标？4 4你怎样设计这节课教学？5 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 6这节课辅助教学资源足够吗？假如不够，你怎么办？教教案案阅阅读读1 1课堂教学目标课堂教学目标2 2教学过程与方法设计教学过程与方法设计3 3课堂和课后练习安排课堂和课后练习安排第18页课堂观察统计表 教教师师讲讲授授内容内容时间时间资源利用启发性启发性科学性科学性生动性生动性3 32 21 13 32 21 13 32 21 13 32 21 1师师生生互互动动内容内容时间时间形式形式启发性启发性生动性生动性效果效果3 32 21 13 32 21 13 32 21 1学学生生活活动动内容内容时间时间形式形式启发性启发性生动性生动性效果效果3 32 21 13 32 21 13 32 21 1第19页教学评价表举例评价问题评价问题等等 级级描述说明描述说明5 54 43 32 21 1准准备备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页评价问题评价问题等等 级级描述说明描述说明5 54 43 32 21 1过过程程7、教师角色地位8、教师教学策略利用9、课堂上展现教学内容是否丰富、正确、合理10、学生投入学习程度11、学生学习主要方式12、师生间以及同学间互动13、课堂气氛是否有利于学生学习14、对学生学习评价方式效效果果15、学生是否抵达教学目标要求16、教师专业素养表现第21页思索与讨论1.怎样认识教学过程原因和本质？2.你认为何样教学是好教学？3.谈谈你对课堂教学评价维度和标准看法。第22页第23页第24页