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IB課程奇妙之旅——暢談形成性評估
2018-05-23 09:42:50



在IB課程的探究過程中,教師們負重前行,不斷汲取新的知識,調整優化自己的教學方式。本次IB課程奇妙之旅,就形成性評估進行了一番暢談。

In the process of IB inquiry, our teachers gradually integrate education resources and improve teaching methods. Last Friday, they held an IB themed forum and expressed their ideas about formative eva luation.



本次論壇從語文組、英語組和綜合組中各派老師代表臺上分享自己的見解,這也是PYP教學中學習的一部分,隨著每位老師的PPT分享,全場彌漫著一種高效的學習氣氛。

The representatives were the teachers from the Chinese department, English department and comprehensive departments.




第一位教師代表是夏曉玲老師,她選擇的評估工具是評估細則表與案例。在以文化為主題的探究課中,通過探究表幫助學生梳理知識;通過畫報展現學生的奇思妙想;通過照片墻留下學生實踐探究的倩影,最后通過分項評價表,從學生的學習興趣、習慣和成果等多維度評估學生,讓評估不再刻板單一。

The first representative teacher was Miss Xia. Taking the inquiry class of culture for example, she advocated to use detailed assessment schedule to eva luate students from various aspects, use the inquiry chart to help students sort out knowledge and use photo collage to leave meaningful memories.



第二位教師代表是張萍老師,結合一年級學生學情,她主張以獎勵貼紙形式,從認真傾聽、積極發言、善于合作和自信交流等方面制作課堂評估細則表;在以學校為主題的探究課中,寓教于樂,在游戲中,讓學生明白自己在校園里不同地方扮演不同的角色,承擔不同的責任。

The second representative teacher was Miss Zhang, according to grade one students’ learning conditions, she advocated the use of stickers to eva luate students. Through lively activities, students will have a better understanding of the school and their responsibilities.




第三位是英語組代表彭瑩瑛老師。通過整合一至三年級各英語老師在不同主題的探究課中的評估實踐,她總結出,英語組多以口頭調查,書面調查和圖表的形式進行前期評估;以表演、對話、限定性測試的形式進行連續性評估;以畫報等開放性作業形成總結性評估。

The third representative teacher was Miss Peng. She concluded that most English teachers use verbal or written surveys for the pre-eva luation, use the form of role-playing and qualitative tests for the continuous eva luation and use open assignments for the summative eva luation.




綜合組是以美術舒芳老師和科學桂萌老師教師代表。他們主張在主題探究課程中,對學生的創作過程進行觀察,用照片、文字記錄等形式收集各個學生的創作情況。最后收集學生的作品,并逐一進行分析和完成情況記錄。創建學生學習檔案袋,在輕松愉快的評估活動中檢測學生對主題中心思想與重大概念的理解情況。

The art teacher Miss Shu and the science teacher Mr Gui were the representative teachers from comprehensive departments. During the inquiry of the unit, they advocated to apply various forms to collect students’ creations by creating their own learning portfolios through photographing and written recordings of the children’s work.



PYP的教學理念鼓勵教師尊重學生的個體差異,無論使用何種評估方式,或者進行何種標準測試,我們的目的都是更準確地了解學生的學習信息,激勵學生開展更有效的學習。同時,通過評估也能促使學生更加了解自己的學習,從而改進自己的學習方式和完善對于概念的理解,在校園或者社區開展更加有意義、更負責任的行動。

Teaching in classified classes in the background of PYP program respects students’ individual differences in accordance with students personality development. No matter through what kinds of eva luation tools, the main purpose is to have a comprehensive knowledge about students’ learning conditions and thereby improving overall teaching quality.




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