美国密歇根州论文代写:培养能力的教育

Keywords:美国密歇根州论文代写:培养能力的教育

第二次发展导致了真实测试的出现，Gulikers(2008)强调了教育的发展，从原子化的知识和技能获取，到培养能力的教育。传统做法,旨在传达知识和培训简单的技能被指令对知识传播的特点,学习记忆和drilla安达实践,和评估标准。坦率地说,主题内容是被动的学生必须记住信息的传播和咳嗽在multiplea€选择测试或通过执行简单的技能在威娜€定义的设置。此外，教学、学习和评估被视为独立的活动，评估被认为是事后的考虑。另一方面，今天知识仍然很重要，但它是获得能力的先决条件。针对教育实践能力的发展可以概括如下:指令,专注于深度学习和能力发展,学习基于reflectivea€活跃的知识建设、情景化和评估,解释和performancea基础。能力教育激发学生积极地建构自己的知识，将知识、技能和态度融入到现实的表现中，并发现他们的能力不足以激发未来的学习。评估要求学生展现他们的能力发展水平。此外，现在更强调的是集成这三个组件，而不是将它们视为独立的活动。
美国密歇根州论文代写:培养能力的教育
The second development that led to the emergence of authentic testing as Gulikers (2008) highlighted reflects the development of education from atomized knowledge and skills acquisition, to education for the development of competencies. Traditional practices that aimed at conveying knowledge and training of simple skills were characterized by instruction for knowledge transmission, learning by memorization and drill‐and‐practice, and assessment that is standardized. Frankly said, subject content was transmitted to passive students who had to memorize information and cough it out in multiple‐choice tests or through carrying out simple skills in a well‐defined setting. Moreover, instruction, learning and assessment were treated as separate activities with assessment considered as an afterthought. On the other hand, today knowledge is still important, but as a prerequisite for achieving competence. Educational practices aiming at the development of competencies can be summarized as follows: instruction that focuses on deep learning and competency development, learning based on reflective‐active knowledge construction, and assessment that is contextualized, interpretative and performance‐based. Education for competence stimulates students to actively construct their own knowledge, integrate knowledge, skills and attitudes into realistic performances, and detect gaps in their competencies to stimulate future learning. Assessment requires student to show their level of competency development. Moreover, more emphasis is now being placed on integrating these three components, instead of viewing them as separate activities.