如何通过教学促进大学生主动学习?——美国大学STEM课堂教学评价系统PORTAAL研究及启示
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摘要
PORTAAL是美国最新研发的大学STEM课堂教学评价系统,可用于评价教师在课堂上促进学生主动学习的教学行为。研发者运用PORTAAL在欧美多所大学STEM课堂上观察记录多位教师的课堂教学实践表明:PORTAAL评分高的教师,表现出更强的教学能力,高分教师更频繁地使用PORTAAL评价系统的21个要素,更显著地促进了学生的主动学习,学生学业质量提升非常明显。基于对PORTAAL的阐释与研究,我国大学教学评价尤其要从如何促进主动学习的角度,关注学生的学,多维度促进大学生主动学习并彰显评价的诊断与反馈功能。
PORTAAL is the newly developed teaching evaluation system for university STEM classroom in the United States. It evaluates the teaching behaviors of teachers in the classroom to promote students' active learning from the four dimensions of practice,logic development,accountability and apprehension reduction. With a profound theoretical foundation and substantial empirical support,it is widely used in the United States and gradually popularized.Based on the interpretation and research of PORTAAL,this paper aims to provide references for the teaching of higher education in China,especially from the perspective of how to promote active learning of college students: paying attention to students' learning in university teaching evaluation,promoting active learning of college students from multiple dimensions,demonstrating the diagnostic and feedback functions of the evaluation.
PORTAAL is the newly developed teaching evaluation system for university STEM classroom in the United States. It evaluates the teaching behaviors of teachers in the classroom to promote students' active learning from the four dimensions of practice,logic development,accountability and apprehension reduction. With a profound theoretical foundation and substantial empirical support,it is widely used in the United States and gradually popularized.Based on the interpretation and research of PORTAAL,this paper aims to provide references for the teaching of higher education in China,especially from the perspective of how to promote active learning of college students: paying attention to students' learning in university teaching evaluation,promoting active learning of college students from multiple dimensions,demonstrating the diagnostic and feedback functions of the evaluation.
引文
[1]Aggarwal,P.,&O’Brien,C.L.(2008).Social loafing on group projects:Structural antecedents and effect on student satisfaction[J].Journal of Marketing Education,30(3):255-264.
[2]保罗·埃根,唐·考查克(2009).教育心理学:课堂之窗[M].北京:北京大学出版社:415.
[3]曹长德(2002).高等教育评价的导向功能及其实现[J].中国高教研究,(2):49-50.
[4]Chidambaram,L.,&Tung,L.L.(2005).Is out of sight,out of mind?An empirical study of social loafing in technology-supported groups[J].Information Systems Research,16(2):149-168.
[5]Dallimore,E.J.,Hertenstein,J.H.,&Platt,M.B.(2013).Impact of cold-calling on student voluntary participation[J].Journal of Management Education,37(3):305-341.
[6]Eddy,S.L.,Converse,M.,&Wenderoth M.P.(2015).PORTAAL:A classroom observation tool assessing evidence-based teaching practices for active learning in large science,technology,engineering,and mathematics classes[J].CBE life sciences education,14(2):1-16.
[7]Fraser,J.M.,Tinman,A.L.,Miller,K.,Dowd,J.E.,Tucker,L.,&Mazur,E.(2014).Teaching and physics education research:Bridging the gap[J].Reports on Progress in Physics,77(3):1-17.
[8]Freeman,S.,Eddy,S.L.,Mc Donough,M.,Smith,M.K.,Okoroafor,N.,Jordt,H.,&Wenderoth,M.P.(2014).Active learning increases student performance in science,engineering and mathematics[J].Proceedings of the National Academy of Sciences of the United States of America,111(23):8410-8415.
[9]Kreber,C.,&Cranton,P.A.(2000).Fragmentation versus integration of faculty work.To improve the academy[J].Journal of Antimicrobial Chemotherapy,18:217-230.
[10]Mueller,C.M.,&Dweck,C.S.(1998).Praise for intelligence can undermine children’s motivation and performance[J].Journal of Personality and Social Psychology,75(1):33-52.
[11]Turpen,C.,&Finkelstein,N.D.(2010).The construction of different classroom norms during peer instruction:Students perceive differences[J].Physical Review Special Topics:Physics Education Research,6:1-22.
[12]熊学华(2015).大学教学与科研关系失衡的现状及治理[J].中国大学科技,(10):104-107.
[13]张锦坤,连榕(2013).有效学习的三个易控变量[J].心理与行为研究,(2):276-281.
(1)PORTAAL:A Classroom Observation Tool Assessing EvidenceBased Teaching Practices for Active Learning in Large Science,Technology,Engineering,and Mathematics Classes,即大学STEM教师促进学生主动学习的实证观察与评价系统。
(2)根据卡内基高等教育分类,美国大学分博士类大学、硕士类大学、本科类大学、两年制大学和专业类大学。其中博士类大学又被称为研究类大学,根据其开展的研究活动级别又可分R1、R2、R3三种,R1属最高级别的研究类大学。
[2]保罗·埃根,唐·考查克(2009).教育心理学:课堂之窗[M].北京:北京大学出版社:415.
[3]曹长德(2002).高等教育评价的导向功能及其实现[J].中国高教研究,(2):49-50.
[4]Chidambaram,L.,&Tung,L.L.(2005).Is out of sight,out of mind?An empirical study of social loafing in technology-supported groups[J].Information Systems Research,16(2):149-168.
[5]Dallimore,E.J.,Hertenstein,J.H.,&Platt,M.B.(2013).Impact of cold-calling on student voluntary participation[J].Journal of Management Education,37(3):305-341.
[6]Eddy,S.L.,Converse,M.,&Wenderoth M.P.(2015).PORTAAL:A classroom observation tool assessing evidence-based teaching practices for active learning in large science,technology,engineering,and mathematics classes[J].CBE life sciences education,14(2):1-16.
[7]Fraser,J.M.,Tinman,A.L.,Miller,K.,Dowd,J.E.,Tucker,L.,&Mazur,E.(2014).Teaching and physics education research:Bridging the gap[J].Reports on Progress in Physics,77(3):1-17.
[8]Freeman,S.,Eddy,S.L.,Mc Donough,M.,Smith,M.K.,Okoroafor,N.,Jordt,H.,&Wenderoth,M.P.(2014).Active learning increases student performance in science,engineering and mathematics[J].Proceedings of the National Academy of Sciences of the United States of America,111(23):8410-8415.
[9]Kreber,C.,&Cranton,P.A.(2000).Fragmentation versus integration of faculty work.To improve the academy[J].Journal of Antimicrobial Chemotherapy,18:217-230.
[10]Mueller,C.M.,&Dweck,C.S.(1998).Praise for intelligence can undermine children’s motivation and performance[J].Journal of Personality and Social Psychology,75(1):33-52.
[11]Turpen,C.,&Finkelstein,N.D.(2010).The construction of different classroom norms during peer instruction:Students perceive differences[J].Physical Review Special Topics:Physics Education Research,6:1-22.
[12]熊学华(2015).大学教学与科研关系失衡的现状及治理[J].中国大学科技,(10):104-107.
[13]张锦坤,连榕(2013).有效学习的三个易控变量[J].心理与行为研究,(2):276-281.
(1)PORTAAL:A Classroom Observation Tool Assessing EvidenceBased Teaching Practices for Active Learning in Large Science,Technology,Engineering,and Mathematics Classes,即大学STEM教师促进学生主动学习的实证观察与评价系统。
(2)根据卡内基高等教育分类,美国大学分博士类大学、硕士类大学、本科类大学、两年制大学和专业类大学。其中博士类大学又被称为研究类大学,根据其开展的研究活动级别又可分R1、R2、R3三种,R1属最高级别的研究类大学。