摘要
通过分析美国国家学习成果评估研究中心作业库中的案例可知,美国高校作业具有对话工具和评估工具的双重价值意蕴。其主要特征包括:学位资格说明是作业目标的共享框架,支架式教学是作业设计与实施的理念来源,反思-反馈是作业过程的核心环节。通过了解美国高校作业发展状况,我国高校应深入理解作业丰富的理论内涵,关注作业的共享整合性、学生中心性和反思反馈性。
By analyzing the cases in the Assignment Database in National Institute for Learning Outcomes Assessment(NILOA)in United States(US),it can be seen that assignment in American universities has the dual value implication of dialogue tool and evaluation tool.Its main characteristics include:1)Degree Qualifications Profile(DQP),which is the shared framework of assignment objectives,2)scaffolding teaching,which is the source of the concept of assignment design and implementation,and,3)reflection-feedback,which is the core of the assignment process.Based on understanding the development of assignment in US universities,Chinese universities should deeply understand the rich theoretical connotation of assignment,and pay attention to the sharing and integration,student centrality and reflection-feedback of assignment.
引文
[1]李茂森.我国大学作业研究的梳理与思考[J].当代教育科学,2017(6):51-54.
[2]王志霞,叶信治.美国大学作业的特点及其对我国大学改进作业的启示[J].比较教育研究,2015(6):71-76.
[3]刘海燕,常桐善.美国大学学习成果评估:内涵、现状与挑战[J].高等教育研究,2015(7):97-102.
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[5]View the Interactive Infographic[EB/OL].[2018-12-02].http://degreeprofile.org/quick-facts/.
[6]NILOA.Resources and Materials for Conducting An Assignment Charrette[R].Urbana,IL:University of Illinois and Indiana University,National Institute for Learning Outcomes Assessment(NILOA),2018:3.
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(1)本研究所引用的案例均来自作业库网站https://www.assignmentlibrary.org/。
(2)顶点课程(Capstone Course)是美国高校为高年级学生,特别是临近毕业的学生,开设的一种综合性课程。该课程是让学生整合、拓展、批判和应用在学科领域的学习中所获得的知识、技能和态度等,具有发展学生综合素质和帮助学生从学校向职场过渡的功能,因而在美国的高等职业和技术教育中得到较广泛的应用。