美英高阶思维与教学的比较研究

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2020-11-01 DOI:10.7459/ct/35.2.04

Vibhakumari Solanki, Brian R. Evans

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引用次数: 0

摘要

美国和英国已经使用标准化的高风险测试来衡量学生的认知水平，以决定21世纪的成功。标准化考试为教师提供了指导，帮助他们决定教学生什么，以及如何为考试而教。随着对高风险标准化考试的日益重视，学生们正在接受基于考试内容的教学。本研究评估了各国标准化测试中高阶和低阶项目的出现频率，并分析了课堂教学中高阶思维的教学。

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A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom

The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students’ cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country’s standardized test, and analyzes the teaching of higher-order thinking within classroom instruction.

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.