基于核心素养的教学和评价.pptVIP

桌游;问题解决过程;问题解决过程;问题解决过程;问题解决过程;问题解决过程;启示;;核心素养与教育目标;教育目标和核心素养的关系;什么是核心素养（key competence);核心素养模型：欧盟的框架;核心素养模型：国际ATC21框架;核心素养模型：国际ATC21框架;核心素养模型：美国的框架;;我国当前的行动计划;课程标准修订重点工作;我国的核心素养框架;我国基于核心素养的课标研制思路;学科核心素养的确立思路;;主要表现—时空观念;确定每个素养水平的具体描述;确定每个素养水平的具体描述;整合课程内容的阶段性学业质量标准;整合课程内容的阶段性学业质量标准;;认知活动;三维学习理论;三维学习理论;核心素养;核心素养是三维目标的整合;核心素养作为整合的三维目标;情境在素养发展中的作用;;核心素养所蕴含的学习方式;核心素养所蕴含的教师角色转型;案例1：初中历史;案例2：拓展试验调查;案??2：拓展试验调查;It was determined through initial theoretical research that the predominant influences on the cavitys volume were air speed, diameter of nozzle/straw and distance between straw/nozzle and water. Upon testing the effects of changing an indivadual parameter with respect to volume, every possible variation was tried, such that eventually a complete set of values was obtained. To combine the different parameters into a single equation, a multiple regerssion was used; to determine both the constant factor and the powers to which each of the variables should be raised. The resultant r2 value was 0.96 indicating an excellent fit for the data while the average percentage error was 1.59% and the median percentage error, 6.71%.... ;[ In future experiments], it would be suggested to do the experiments on a larger scale as this would virtually eliminate the effects of surface tension while cutting down unfounded accuracy in the model (the volume could be measured in cubic centimetres or cubic metres, resulting in a more realistic fit, with data that is not required to be impossibly precise. Finally , it would be suggested to trial the effects of the different orientation of the straw/nozzle, as tilting it would give a completely differently shaped cavity ( due to the dispersion characteristics of air).;;直接评估有价值的学业成就;重新思考考试命题理论;采用整合性和情境化的不良结构任务;绘图说明：加赤道，南回归线，删除洋流;学会利用评价标准分析学生反应样例;学会利用评价标准分析学生反应样例;表现样本：一个四年级学生的答案;;知识回顾Knowledge Review