教学评价的转变:从终结性评价到过程性评价——以学前教育专业"奥尔夫音乐教学法"为例
The Change of Teaching Evaluation:from Summative Evaluation to Process Evaluation—Taking the Orff Music Teaching Method of Preschool Education as an Example
杨芳1
作者信息
摘要
"学前教育视域下奥尔夫音乐教学法课程混合式教学模式研究与实践"课题研究团队在师范类学前教育专业本科生职前培训过程中,以"奥尔夫音乐教学法"课程为例进行混合式教学实践.为了探寻终结性评价和过程性评价各自的优缺点,课题组选取两个班级,分别采用终结性评价和过程性评价做对比试验.试验结果表明,过程性评价能弥补终结性评价的不足,有助于生成幼儿园音乐教学的有效策略.
Abstract
The research team of"Research and Practice on Blended teaching Mode of Orff Music Teaching Method Curriculum from the perspective of Preschool Education"carried out blended teaching practice with the course of"Orff Music Teaching Method"as an example during the pre-service training of undergraduates major-ing in preschool education.In order to explore the advantages and disadvantages of both the final evaluation and the process evaluation,the research group selected two classes and conducted a comparative test using the final evaluation and process evaluation respectively.The experimental results show that the process evaluation can make up for the deficiencies of the final evaluation and help to generate effective strategies for kindergarten mu-sic teaching.
关键词
教学评价/终结性评价/过程性评价/混合式教学Key words
teaching evaluation/summative evaluation/process evaluation/blended teaching引用本文复制引用
基金项目
吉林省高等教育学会2021年度科研项目(JGJX2021C37)
出版年
2024
NETL
NSTL
万方数据