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篇名 |
長高-教學評量實踐知識的意象內涵與運作
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並列篇名 | Growing Tall: The Image and Operation of a Teacher's Practical Knowledge of Assessment in Instruction |
作者 | 胡惠絮、吳毓瑩、徐式寬 |
中文摘要 | 本研究意在探討一位國中國文教師在教學評量上的實踐知識,包括評量實踐的運思歷程,以及如何促進學生學習的評量策略之運用。我們採個案研究取向,進入教室觀察,輔以訪談、文件蒐集等策略。歷經一個學年的現場參與,分析歸納出教師的評量意象為「長高」-提升學生的學習能力,其下攝三個教學評量目的:1.增高:評量作為主食,與教學內容結合以促進學習,且依其與教材相關程度,實施習作、應用練習等,如同吃飯對於身高增進的作用一般,另外也有其他輔助活動如翻翻書、聯絡簿生活札記等,如同吃菜增加營養般來增進身高。2. 助高:評量作為調味,增加學習趣味,強調參與過程並藉活動維持學習動力,如背書競賽、圖畫課文等。3. 量高:評量作為刻度以瞭解學習成果,穩定教學進程,如小考、段考等。個案老師適當調配「促進學生學習」(增高)、「增加學習趣味」、(助高)以及「瞭解學習成果」(量高)三個評量的目的達成學生能力長高的任務。文末研究者進一步提出關於意象隱喻、個人風格、與考試評量的啟示。 |
英文摘要 | This study was to investigate a junior high school teacher's practical knowledge on classroom assessment, particularly aiming on rationality and strategies. Case study was adopted. Data were collected from classroom observations, interviews, and documents during one-year fieldwork. The image of growing tall was concluded as a theme that serves three objectives in classroom assessment: 1. As main meals to increase height: to improve learning as a source of energy. Assessment is part of instruction. Main dishes and side dishes serve as textbooks materials and related activities 2. As seasonings to stimulate growing: to raise students' interest of learning. Learning process and participation were emphasized than assessment results. 3, As a scale to measure the height: Assessment was utilized to diagnose and monitor learning results. The case teacher balanced out the three roles of classroom assessment: to improve learning, to increase learning interests, and to monitor learning results, with a purpose to guide students growing tall on ability, which was the core content of the case teacher's practical knowledge on classroom assessment. |
起訖頁 | 111-131 |
關鍵詞 | 教學評量、實踐知識、評量意象、assessment in instruction、practical knowledge、image of assessment |
刊名 | 課程與教學季刊 |
期數 | 201010 (13:4期) |
出版單位 | 中華民國課程與教學學會 |
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