课堂内教-学-评的一致性分析:课程标准下教师如何实施项目化学习

Liu Zhao, Bo Zhao, Chunmi Li
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引用次数: 0

摘要

摘要本多案例研究考察了课堂项目学习的教-学-评与课程标准相结合的优势与不足,并为教师培训和教学改进提供建议。本研究构建了课堂项目式学习认知维度分析的一致性分析框架,并运用演绎和归纳的内容分析方法对浙江省两所初中课堂项目式学习的认知维度进行了分析。结果表明,学生对课堂教学活动和课堂评价的认知需求远高于对教学目标和课程标准的认知需求。同时,课堂教学对工程主题的关注不足,教学实施要素均存在内容和认知缺陷。研究认为,教师缺乏工程知识和课堂项目学习的特点是导致三个教学实施要素与课程标准缺乏一致性的主要原因。同样,我们发现基于项目的课堂学习具有物理知识和工程内容共同发展的特点,未来的研究可以侧重于开发更有效的课堂内容组织和时间分配形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards
Abstract This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.
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