基于形成性评价的高校课程教学反思实施策略  

A Study on the Implementation Strategies of College Teaching Reflection Based on the Formative Evaluation

作　　者：陶爱萍[1] 林静[1] 

机构地区：[1]浙江海洋学院教务处,浙江舟山316000

出　　处：《宁波大学学报（教育科学版）》2012年第5期112-116,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：浙江省2010年度新世纪教改项目(yb2010087);浙江省教育厅2011年度高校科研计划项目(Y201121705)

摘　　要：结合H高校课程教学反思实施现状的调查现状,对教师"教"与学生"学"的反思在高校课程教学过程中难以实施的原因进行分析,提出基于形成性评价的高校课程教学反思策略:树立课堂教学新观念、突出学生主体性和注重学习方法指导等策略,促进课程教与学反思的有效实施,实现教学质量的提高。This study, based on the survey of the implementation of teaching reflection at a sampled college, analyses the difficulty in reflecting on teaching and learning in the college. It consequently suggests the reflecting strategy based on the formative assessment that the new concept of class instruction emphasize students＇ subjectivity and direction in learning methods, and that the class teaching and learning be well reflected to upward the teaching quality.

关 键 词：形成性评价 高校课程教学 教学反思 

分 类 号：G420[文化科学—课程与教学论]