测评大数据支持下的有效教学研究
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摘要
有效教学是一种教学理想,是"有效果""有效率""有效益"的教学。传统有效教学研究侧重于采用思辨性研究方法,基于研究者和教师的主观判断与教学经验进行研究,研究结果缺乏数据的支撑,教学是否有效很难证明。教育大数据为教学分析与诊断提供了客观的数据支持,为有效教学的实现提供了可测量可能。测评大数据是教育大数据的子集,它是学生在常态性练习作业和考试测评等活动中产生的过程性数据和结果性数据,具有常态化、易采集、结构化程度高的优势。测评大数据支持下的有效教学,力求体现个性化、精准性、效率性等特征,主要包括精准把握学习起点、个性化定制学习目标、动态组织教学内容、灵活调整教学策略、即时评价与个性化反馈、推荐个性化学习资源这六个环节。
Effective teaching is a kind of teaching ideal,which is "effective""efficient""beneficial"teaching. Traditional effective research usually adopts speculative research methods,based on researchers' subjective judgement and teaching experience of teachers,which leads to the research results were lack of support of data,and it is difficult to prove whether the teaching is effective or not. Educational big data provides objective data support for teaching analysis and diagnosis,provides measurable possibilities for effective teaching. Assessment big data is a subset of educational big data. It is the process data and result data generated by students in normal practice and test evaluation activities. It has the advantages of normalization,easy collection and high degree of structure.Effective teaching based on students' assessment data strive to reflect the characteristics of individuality,precision,efficiency and so on. It includes six stages: locate the starting point of teaching accurately,custom learning objects individually,organize teaching content dynamically,adjust teaching strategies flexibly,multidimensional evaluation and instant feedback,recommend personalized learning resources.
Effective teaching is a kind of teaching ideal,which is "effective""efficient""beneficial"teaching. Traditional effective research usually adopts speculative research methods,based on researchers' subjective judgement and teaching experience of teachers,which leads to the research results were lack of support of data,and it is difficult to prove whether the teaching is effective or not. Educational big data provides objective data support for teaching analysis and diagnosis,provides measurable possibilities for effective teaching. Assessment big data is a subset of educational big data. It is the process data and result data generated by students in normal practice and test evaluation activities. It has the advantages of normalization,easy collection and high degree of structure.Effective teaching based on students' assessment data strive to reflect the characteristics of individuality,precision,efficiency and so on. It includes six stages: locate the starting point of teaching accurately,custom learning objects individually,organize teaching content dynamically,adjust teaching strategies flexibly,multidimensional evaluation and instant feedback,recommend personalized learning resources.
引文
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[18]阳利平.厘清教学目标设计的三个基本问题[J].课程·教材·教法,2014(5):86-91.
[19]张丽霞,张立新.基于学习理论的教学内容分析和组织的模式[J].电化教育研究,1998(4):23-28.
[20]David H Jonassen,R Scott Grabinger,N Duncan C Harris,褚献华.分析和选择教学策略及方法[J].远程教育杂志,2004(3):15-20.
[21]陈明选,邓喆.围绕理解的学习评价——基于SOLO分类理论的视角[J].中国电化教育,2016(1):71-78.
[22]陈明选,王诗佳.测评大数据支持下的学习反馈设计研究[J].电化教育研究,2018(3):35-42+61.
[23]Supovitz J.Getting at student understanding-the key to teachers’use of test data[J].Teachers College Record,2012(11).
[24]胡继渊,沈正元.加涅的有效教学策略思想的浅析及借鉴[J].外国中小学教育,1999(5):23-26+35.
[2]陈晓端,Stephen Keith.当代西方有效教学研究的系统考察与启示[J].比较教育研究,2005(8):56-71.
[3]蔡宝来,车伟艳.课堂有效教学:内涵,特征及构成要素[J].教育科学研究,2013(1):12-17.
[4][12]王鉴,申群英.近十年来我国“有效教学”问题研究评析[J].教育科学研究,2008(10):39-43.
[5]Boudett K P,Murnane R J,City E,et al.Teaching educators how to use student assessment data to improve instruction[J].Phi Delta Kappan,2005(9):700-706.
[6]杨现民,王榴卉,唐斯斯.教育大数据的应用模式与政策建议[J].电化教育研究,2015(9):54-61+69.
[7]Cromey A.Using student assessment data:What can we learn from schools?policy issues,issue 6[DB/OL].[2019-04-15].https://files.eric.ed.gov/fulltext/ED452593.pdf.
[8]Jennings J.The effects of accountability system design on teachers’use of test score data[J].Teachers College Record,2012(11).
[9]皮连生,吴红耘.两种取向的教学论与有效教学研究[J].教育研究,2011(5):25-30.
[10]龙宝新,陈晓端.有效教学的概念重构和理论思考[J].湖南师范大学教育科学学报,2005(4):39-43.
[11]何善亮.论有效教学的实践建构[J].课程·教材·教法,2010(5):20-26.
[13]Karthwohl D R,Anderson W.A revision of Bloom’s taxonomy:An overview theory into practice[D].The Ohio State University,2002.
[14]钟晓流,宋述强,焦丽珍.信息化环境中基于翻转课堂理念的教学设计研究[J].开放教育研究,2013(1):58-64.
[15]奥苏伯尔.教育心理学:认知观点[M].任夫松译.北京:人民教育出版社,1978:序言.
[16]庞玉崑.常见的“学情分析”错误与解决方法[J].北京教育(普教版),2012(3):50-51.
[17]马文杰,鲍建生.“学情分析”:功能、内容和方法[J].教育科学研究,2013(9):52-57.
[18]阳利平.厘清教学目标设计的三个基本问题[J].课程·教材·教法,2014(5):86-91.
[19]张丽霞,张立新.基于学习理论的教学内容分析和组织的模式[J].电化教育研究,1998(4):23-28.
[20]David H Jonassen,R Scott Grabinger,N Duncan C Harris,褚献华.分析和选择教学策略及方法[J].远程教育杂志,2004(3):15-20.
[21]陈明选,邓喆.围绕理解的学习评价——基于SOLO分类理论的视角[J].中国电化教育,2016(1):71-78.
[22]陈明选,王诗佳.测评大数据支持下的学习反馈设计研究[J].电化教育研究,2018(3):35-42+61.
[23]Supovitz J.Getting at student understanding-the key to teachers’use of test data[J].Teachers College Record,2012(11).
[24]胡继渊,沈正元.加涅的有效教学策略思想的浅析及借鉴[J].外国中小学教育,1999(5):23-26+35.