2010英伦学术散记4 - 日志 - 鲁子问 - 21英语 - China Daily 学...
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鲁子问的日志
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已有 97 次阅读 2010-05-06 14:11 标签: 散记 英伦 学术 自从看到IATEFL2010会议的内容介绍并在最终确定参会之后,就期待这一时刻:听国际著名想象力教育头牌大家Kieran Egan讲想象力教育。这是我今天唯一必须听的内容,然后的内容能否听,要看时间安排,因为我需要准备今天下午5-6点我参与的一场讨论。好在现场网络不错,可以边听边发上来我的现场感受--新鲜出炉,未经任何化学处理。
We tend also to think of the imagination as something of an educational frill--something to try to engage after the hard work of learning had occurred. I will try to show that focusing on central features of students' learning "toolkits" makes it clear that the imagination is one of the great workhorses of learning, and that we ignore it at the cost of making learning more ineffective than it should be and much schooling more tedious than it need be.
但我对这位学者的关注却来自我之前对于thinking的阅读,他的Imaginative approach to teaching让我找了好久,到现在没有买到原著,只是看了一些内容。这也是我打算尽快去一趟美国的原因,那里的thinking education是我必须尽快全面了解学习的。
网上看到他的书的介绍,很有意思,内容很多,其中一节为:
An Imaginative Approach to Teaching is a groundbreaking book that offers an understanding of how students’ imaginations work in learning and shows how the acquisition of cognitive tools drives students’ educational development. This approach is unique in that it engages both the imagination and emotions. The author clearly demonstrates how knowledge comes to life in students’ minds if it is introduced in the context of human hopes, fears, and passions.
Teachers, teacher educators, and staff development professionals will find this book to be an invaluable resource for understanding the theoretical underpinnings and practical strategies for effectively engaging students' imaginations.
回国后争取尽快与他们联系,并且联系一些语文老师,在全国推广一下想象力教育,为民族创新培养更多新生力量。
Kieran Egan was born in Clonmel, Ireland in 1942. He was brought up and educated in England. He read History (Hons.) at the University of London, graduating with a B.A. in 1966. He worked for a year as a Research fellow at the Institute for Comparative Studies in Kingston-upon-Thames and then moved to the USA to begin a Ph.D. in Philosophy of Education at Stanford University. He worked concurrently as a consultant to the I.B.M. Corp. on adaptation of a programming method, called Structural Communication, to new computing systems. He completed his Ph.D. at Cornell University in 1972. His first job was at Simon Fraser University in British Columbia, where he has remained ever since. He is the author of over 20 books, and co-author, editor, or co-editor of a few more. In 1991 he received the Grawemeyer Award in Education. In 1993 he was elected to the Royal Society of Canada, in 2000 he was elected as Foreign Associate member to U.S. National Academy of Education, he received a Canada Research Chair in 2001, won the Whitworth Award in 2007.
His main area of interest is education. His work focuses on a new educational theory, which he has developed during the past two decades, and its implications for a changed curriculum, teaching practices, and the institution of the school. His work deals both with innovative educational theory and detailed practical methods whereby implications of his theory can be applied at the classroom level.
Various of his books have been translated into about 10 European and Asian languages. His recent books include Teaching as Story Telling and Imagination in Teaching and Learning (Chicago: University of Chicago Press), The Educated Mind: How cognitive tools shape our understanding (Chicago: University of Chicago Press, 1997), Getting it Wrong from the Beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget (New Haven: Yale University Press, 2002), An imaginative approach to teaching (San Francisco: Jossey-Bass,2005), and Teaching literacy: Engaging the imagination of new readers and writers (Thousand Oaks, CA: Corwin Press, 2006), and most recently The Future of Education: Reimagining our schools from the ground up (New Haven: Yale University Press).
不过结束后还是忍不住告诉他,中国有也不少学校开展模联,并邀请他方面时带团到中国参加模联活动,为国家增加一点旅游收入哈。
而且遇到哈罗学校北京分校的一位外教,他们也希望与国内参加模联的学校联系。
我深知,在我国,真正需要leadership and management培训的是教研员、教研组长。我在想,如果设计一个面向他们的这个专题,可能两三天时间,学会设计、领导和组织一个研究项目,这可能是非常有效的,也可能价值超值。此前开展教研员的命题设计研修,在这个方面存在很多不足。当然George不只是语言教学管理的专家,更是管理的培训专家。回国与这个领域的朋友再联系联系,或许可以重新设计一下培训内容、方法、流程。术业有专攻,是然。
下午准备5-6点参加的活动的内容,不再去session了。
我应邀参与的活动要我简要介绍一下中国的考试改革。准备好了,就是信息介绍,没有任何研究信息,因为我们的一项调查数据还没出来。我介绍的主要内容是:
Development of task-based testing in China
Background
China initiated a task-based national curriculum of English in 2001.
China’s college English test was strongly critised because the certificate holders could not use English in speaking, listening and writing in real-world situations.
Initial stage
Since 2001, task-based testing emerged as new test types in term summative tests.
Since 2003, task-based testing emerged as new test types in high-stake senior high school entrance tests by local examination authorities.
Some nation-level training on task-based test item writing offered by China’s MoE.
Turning point
2005, a task-based test type was introduced in nation-level fate-decisive matriculation test of English by China’s National Educational Examination Authority.
It is an informative words gap filling type for listening and reading.
Present
Task-based speaking test type was used in some provinces.
Over 10 task-based reading test types were widely used in China.
2 task-based listening test types were used in China’s CMET.
3 Task-based writing test types were used in China’s MET.
Test types for listening
Informative words gap-filling as listening tasks
Information matching
Test types for speaking
Self introducing
Question answering
Pair discussing
Situation describing
Test types for reading
Informative words gap-filling as listening tasks
Structure of passage building
Key informative word map building
Information matching
Question answering
Passage completing
Test types for writing
Reply writing
Summary writing and ideas presenting
Picture illustrating and interpreting
Examples
Examples
Examples
Examples
Positive backwash
Students are learning to use English instead of just about English.
Teachers started to learn how to teach for task-based testing.
From nation-level teaching demonstration, we can see the abilities for using English of students and teachers have been improving fast.
Ongoing development
Scholars are promoting task-base assessment in China. In the latest national curriculum, task-based test types were introduced.
Better task-based testing has been introduced in China. Trinity College London’s spoken English exam is becoming nation-wide popular.
Long way to go
No only-task test yet
Tasks but objective marking scheme because of the no-adding marking budget
介绍时因为时间关系,题型没有详细介绍。