摘要
目前在我国中小学教学中,各个学校对教学资源的建设都投入了大量的人力,物力,财力,也已经取得了不少的成绩。但资源的实用性仍存在着不少问题。很多学校的多媒体计算机成为了摆设,如何对教学资源进行评价成为本文的研究重点。
本文中,笔者以江苏省徐州高级中学为例,通过调查问卷的形式了解目前徐州高级中学里教学资源的现状:目前的多媒体教学普遍存在着仅将多媒体教学手段作为传统教学手段的替代,不能凸现多媒体教学的优势,教学效果不理想。造成这种现象的根本原因是缺乏一套科学合理的多媒体教学评价系统,不能针对多媒体教学进行客观的测定,衡量和价值判断。目前,许多学校对多媒体教学进行评价时,通常的做法是在传统教学评价指标体系的基础上增加现代教学手段这一指标,这样的评价指标体系不能反映多媒体教学的本质特征,无法给教师教学提供有价值的评价意见。
本文从系统科学的角度,把多媒体教学作为一个系统加以研究,探讨多媒体教学系统评价的组成要素及其相互作用,构建多媒体教学评价指标体系。在评价中,我们依据现代教学理论,教学实际问题。从课件、多媒体教学过程和多媒体教学效果三个方面进行评价,在评价过程中,我们注重专家,教师,学生三方共同作用的发挥,将评价作为动态,连续的过程研究,这样既保证了评价的客观,公正。也促进教师和学生共同的发展。使教学资源得到有效的利用。在方案实施后,我们进行了及时的总结,完善和修改。并提出一些建设性的意见。
Currently,in teaching of our primary and secondary schools .All the schools put a large number of manpower, material resources and fiscal into the building of teaching resources, it has also made a lot of achievements. However, there still many practical problems. Many schools have a multitude computer display. How to evaluate the teaching resource becomes the focus of this study.
The author based XuZhou high school as an example, through questionnaires to understand the present question. The current prevalence of multi-media teaching is only as a mean of multi-media teaching to alternatives traditional teaching methods. It cannot highlight the advantages of multi-media teaching, and its effect is not ideal, too. The fundamental reason is lack a scientific and reasonable evaluation system. It cannot determinate, measure and judgment objectively. Usually we put modern teaching indicator to traditional teaching evaluation index system. This evaluation index system does not reflect the essential characteristics of multi-media teaching, unable to provide valuable advice to teachers.
From the perspective of science, we study multi-media teaching as a system. Discussing the elements and their interaction, and building multi-media teaching evaluation index system. In the evaluation, we have the basis of modern teaching theory, and teaching practical problems. We evaluate multimedia teaching from the courseware, the multimedia teaching process and effect. In the process of evaluation, we pay attention to experts, teachers, and students. We look evaluation as a dynamic and continuous process to ensure its objectivity and impartiality and to promote the common development of teachers and students. The teaching resource is also effectively utilized. Finally, we carried out the summary in a timidly manner, improve and revise, and make some constructive suggestions.
引文
[1] 邓小平.中共中央关于教育体制改革的决定[N].人民日报,1983-9-8.
[2] 唐佐寿.区域性教育资源建设实践探索[J] .中国电化教育,2007(6):62-65.
[3] 金俊佶.内蒙古科技大学多媒体教学评价体系的构建与实施[D]:[硕士学位论文] .长春:东北师范大学教育技术学,2006.
[4] 王汉澜.教育评价学[M].河南大学出版社, 1995.8-10.
[5] 叶澜,白益民.教师角色与教师发展新探[M].北京:教育科学出版社,2001.135-146.
[6] 乌美娜.教学设计[M].北京:人民教育出版社,1994.68-70.
[7] 现代徐州之概述.[EB/OL] . http://www.jsag.com.cn/gb/aiwojiangsu/xiandaijiangsu/20050614172951719.shtml,2005-6-14.
[8] 张子谦.泛论教学评价[J].吉林商业高专学报,1998(4):21-22.
[9] 张晓华,陈曦.教学资源评价探析[J].襄樊职业技术学院学报,2006(3):29-30,
[10] 周晔.更新理念全面评价[J].中国教育技术装备,2004(3):24-25.
[11] 黄育云.简论教育资源的合理配置与使用[J].沈阳师范大学学报(社会科学版),2005(4):84-88.
[12] 周宝军,王晓云,张树仁.学生也是一种教育资源[J].现代教育科学,2004(3):54-55.
[13] 田汉族.第三代教学评价理论——交往-发展性教学评价研究[J].湖南师范大学教育科学学报,2002(9):21-28.
[14] 叶澜.教育研究方法论初探[M].上海:上海教育出版社,2003 .78-82.
[15] 于军.《英特网信息资源评价》教学设计[J]. 中小学信息技术教育,2006(6):33-35.
[16] 刘琳,王以宁.信息技术环境下培养学生网络信息资源评价能力的教学探讨[J]. 中国电化教育,2003(2):21-23.
[17]刘红岩.多媒体技术在小学教学中运用的研究[D]:[硕士学位论文]. 济南:山东师范大学教育管理,2006 .
[18] 施良方.学习论[M].北京:人民教育出版社,1994.234-246.
[19] 乔纳森.学习情境的理论基础[M].上海:华东师范大学出版社,2002.320-324.
[20] 张远增.教育评价方法认识与教育评价实践建议[J].教育科学研究, 2003(9):24-28.
[21] 张咏.网络信息资源评价的方法及其指标[J].图书情报工作,2001(12):25-29.
[22] 刘志军.教育评价的反思和建构[J].教育研究,2004(2):59-65.
[23] 李斌.教育评价的现状分析[J].陕西青年管理干部学院学报 ,2003(3):40-41.
[24] 布兰特,布朗,科金.人是如何学习的[M].上海:华东师范大学出版社,2003.235-238 .
[25] 周巧,郭成.现代教学评价的新拓展——关注教师“教”的教学评价研究进展[J].教学研究,2004(5):263-267.
[26] 吴砥,伍萃秀,杨宗凯. 现代远程教育资源相关标准间转换的研究与实现[J].中国远程教育,2002(4):56-59.
[27] 胡小勇,詹斌,胡铁生.区域教育信息资源建设现状与发展策略研究[J].中国电化教育,2007(6):56-61.
[28] 王斌华.发展性教师评价制度[M]. 上海:华东师范大学出版社,2004.132-143.
[29] 张建明.生成性资源在教学评价中的流失[J]. 江苏教育 ,2004(4):27.
[30] 王琳 .在有限的教育资源下学校发展的思考[J].前沿视点,2004(6):60-63.
[31] 朱益明,秦卫东,张俐蓉.中小学教师素质及其评价[M].广西教育出版,2003.118-124.
[32] 陈丽杰.论学生在教学评价中的主体地位[J]. 石油教育,2002(6):38-39.
[33] 刘长燕.上海市新课程下的生命科学课堂教学评价量表的研制[D]:[硕士学位论文].上海:华东师范大学生命科学学院,2006.
[34] Barootchi, N. Assessment of achievement through portfolios and teacher-made tests[J],Educational Research, vol,44.2002
[35] Developing e-Learning Models for the DISC Practitioner Communities [DB/OL]. http://www.cetis.ac.uk/members/pedagogy/files/4thMeet framework/1Zeview~ v2.1_ HB.(2005.6)
[36]Lorrie La Croix &Karen Maine. What Students Say About Rubrics. [Online]Available: http//www.middleweb.com/CSLB2CubRub.html
[37] Danielson,Charlotte&Thomas L. Mc.Greal(2000),Teacher Evaluation to enhance professional practice, Princeton New Jersey USA: Educational Testing Service; Alexandria,Virginia USA: Association for Supervision and Curriculum Development.