基于课程的评估与方案编制
——课程
原文作者：Joyce S. Choate / Brian E. Enright / Lamoine J. Miller / James A. Poteet / Thomas A. Rakes
单位：阿林和培根
摘要：课程是为学生提供的一套课程和教学经验。每个学校系统都有自己的课程，通常由教师、学校管理人员、家长和其他社区人士组成的团队开发。课程设置因学校制度而异。通常，在一个学校系统中，它可能因地区而异，甚至因学校而异。每个州都有帮助建立每个学校体系课程的要求和指导方针。有些州甚至有一份按课程内容分类的经批准的教科书清单。课程包括各种经过选择和授权的课程，使学校系统中的学生能够成为受过良好教育的有用公民。
关键词：核心课程； 附属课程； 拓展课程
核心课程
今天的课程专家很可能会解释三个核心课程 (readin, ritin, and rith)为：阅读(word recognition and comprehension)，书面表达(writing expression)和算术(math, computation and problem solving)。这三个领域构成了课程的核心，因为所有其他技能和主题都建立在它们之上。
语言发展与核心课程
阅读和书面表达这两项核心课程技能是随着语言的发展而习得的。语言的发展始于出生，并持续一生。因此，基因禀赋、感官和身体条件、环境因素以及学校教育都影响着语言发展的质量和程度。语言发展反过来又影响课程技能的实现。
语言允许我们与他人和我们自己交流。最初，我们在学习与他人沟通之前，先发展一种包含概念和想法的内在语言。随着成熟的发展，倾听、理解和说话也会随之成熟。后来，在学校里，学生学习阅读和理解别人写的东西，并为别人读而写。因此，语言发展既是接受性的(从他人那里获得)，也是表现性的(给予他人)。这种获得和给予是交流过程的交换。
由于语言在日常生活中的重要性，很容易理解为什么阅读和书面表达是两个核心课程技能。掌握这两项技能对于理解和表达课程内其他学科的知识以及在学校内外进行有目的的沟通都是必要的。阅读和书面表达以及拼写通常被称为语言艺术。听说能力经常被添加到语言艺术课程中。
当代语言艺术教学将语言的各个部分作为一个相关的整体来教授。这种完整的语言方法用于统一组件，而不是将它们的开发分割成不相关的部分。斯特里克兰(1990)指出,学习读和写在生命早期开始,是一个持续的相互关联的过程,发展与口头语言,需要积极参与有意义的活动在孩子的日常生活中,涉及交互与其他响应,尤其增强书经验共享。罗宾斯(1990)描述了一个学校系统是如何抛弃基础读者而采用一种完整的语言教学方法的。她列出了整个语言课程的十个要素，以及每个年级的教学时间。整个语言方法应该结合说说性材料和叙述性，必须整合所有内容主题领域的写作过程，除了整个课堂方法之外，还必须继续使用由教师和同龄人领导的小组进行教学(Hiebert amp; Fisher, 1990)。
算术与核心课程
虽然第三个核心课程技能，算术，不是交际语言发展计划的一部分，它是一个更大的信息体的一部分，称为数学。算术上的成功需要推理技巧。对于推理依赖于语言技能的观点，语言的成功与算术和数学的成功有关。显然，这三种核心课程技能的发展并不是孤立的。
计算和解决问题的基本算术技能是日常生活中适当的自适应行为的必要条件。它们也是我们社会高度重视的技术发展所需要的高等数学学习的先决条件。因此，基础算术技能知识是核心课程的重要组成部分。
附属课程
虽然阅读、书面表达和算术被认为是最重要的基本课程技能，其他科目也被课程专家、教师和家长认为是有价值的。这些科目构成了科学和社会研究的附属课程。随着1957年人造地球卫星的发射，学校开始关注所有学生科学知识的发展。发展对技术的掌握并没有减弱。因此，由于社会的需要，科学已在附属课程中占有一席之地。
信息是一种价值很高的商品(Naisbitt amp; Aburdene, 1990)。知识库翻倍如此频繁，以至于很多当前的数据很快就过时了。然而，随着知识库的扩展，还没有人学会如何组织、归档、检索或控制知识，以便以最有效的方式使用这些知识。随着科技的发展，社会对人际交往的需求也在增加。根据Naisbitt(1982)，可用的高科技越多，就越需要高触感;“人性”一定不能被遗忘。根据Naisbitt和Aburdene(1990)的说法，“对个人的认识是人性的核心”是连接我们进入2000年时世界主要趋势的主线。他们预测，社会的新责任将是重新引导个人的主动性，因为个人将确定我们社会的方向。这一方向将涉及全球生活方式的经济、社会和文化的发展。随着知识基础的扩大，研究各种文化的人的需要和相互关系似乎特别重要。人文学科必须被研究以平衡科学的重点。为了保持这种平衡，社会研究。是与科学并列的课程。《科学与社会研究》副课程是对《科学与社会研究》核心课程的补充。
辅助课程
要想在基础课程技能上取得成功，必须具备一定的辅助技能。课堂学习由熟练的社会功能支持。认识和遵守预期的行为，监控和控制自己的行为，与同学和老师积极互动，有助于学习和表现跨科目和课程。由于他们在支持学术的重要作用，社会技能在这本书中被认为是学术课程的一个组成部分。
以拼错单词为特征的书面表达不能有效地传达它的意思。许多人认为正确的拼写是一个受过教育的人的标志。拼写是从学生开始打印单词的时候开始教的。拼写也已成为学校课程的重要辅助技能。
同样，为了在写作中有效地交流，一个人必须有清晰的笔迹。书写(或者其他交流系统，如盲文、打字或电脑)是书写表达的重要辅助技能。学者的写作可以反映深刻的思想，可以改变人类的生活进程，但如果不能阅读，它将是没有价值的，因为信息没有交流。
此外，教育工作者调查了学习基本课程技能的过程，并确定了一些对学生有益的学习策略。因此，学习策略是支持的重要组成部分。这些学习策略的使用使学习更有效率，更容易记住内容。
拓展性课程
学术对于促进智力和认知的增长很重要。然而，我们的社会重视整个人。教育工作者通过拓展课程提供额外的研究，以提高学生的生活方式。这些技能有助于发展适当的业余活动。创造性的艺术和体育教育构成了这个丰富的课程。
基本课程技能
教育工作者已经确定了学生成为自给自足、富有成效和对社会有贡献的成员所必需的技能。事实上，这些课程技能是全面教育的基础，可以帮助学生在成人社会中占据一席之地。这些基本的课程技能是在四门课程中教授的。然而，由于它们的学术性质，前三个课程-核心，横向和支持是这本书的重点。
你的工作是决定哪些基本课程的技能应该传授给每个学生。要做到这一点，你需要知道学生掌握了哪些技能，哪些还没有掌握。获取这些信息称为评估。评估是指收集信息的过程。对教师来说，评估的目的是决定教授哪些技能。
评估可用于三个主要的教育目的:筛选、安置和指导。本文主要侧重于教学目的的评估。然而，重要的是你也知道评估是如何用于筛选和安置的，因为作为一名教师，你将被要求为所有三个目的进行评估。在本章的剩余部分中，您将学习与评估相关的几个问题，以便正确地使用评估过程，并在教学中做出正确的决定。
外文文献出处：Allyn amp; Bacon（1992）Curriculum Based Assessment and programming.
附外文文献原文
THE CURRICULUM
The curriculum is that set of courses and instructional experiences offered to students. Each school system has its own curriculum usually developed by a team of teachers, school administrators, parents, and other community people. The curriculum differs from school system to school system.Often, it can differ from district to district or even from school to school within a school system.Each state has requirements and guidelines to help establish the curriculum for each school system.Some states even have a list of approved text-books by content areas of the curriculum. The curriculum consists of a variety of courses selected and mandated so that students in the school system can become well-educated, useful citizens.
The Core Curriculum
Todays curriculum specialists are likely to ex-press the three Rs (readin, ritin, and rithmetic)as reading (word recognition and comprehension),written expression, and arithmetic (computation and problem solving). These three areas constitute the core of the curriculum, since all other skill sand subject matter are built upon them .
Language Development and the Core Curriculum
Two of the core curriculum skills, reading and written expression, are acquired as language develops. Language development begins at birth and continues throughout ones life. Therefore, genetic endowment, sensory and physical conditions,environmental factors, and schooling all affect the quality and extent of language development. Language development, in turn, affects achievement of curriculum skills.
Language allows communication with each other and with ourselves. Initially, we develop an inner language of concepts and ideas before learning to communicate with others. As maturity develops, so does listening and understanding and then speaking. Later, in school, the student learns to read and understand what others have written and to write for others to read. Language development, then, is both receptive (getting from others)and expressive (giving to others). This getting and giving is the interchange of the communication process.
Because of the importance of language in daily living, it is easy to understand why reading and written expression are two of the core curriculum skills. Mastery of these two skills is necessary for both understanding and expressing knowledge in other subjects within the curriculum and for purpose
剩余内容已隐藏，支付完成后下载完整资料
基于课程的评估与方案编制
——课程
原文作者：Joyce S. Choate / Brian E. Enright / Lamoine J. Miller / James A. Poteet / Thomas A. Rakes
单位：阿林和培根
摘要：课程是为学生提供的一套课程和教学经验。每个学校系统都有自己的课程，通常由教师、学校管理人员、家长和其他社区人士组成的团队开发。课程设置因学校制度而异。通常，在一个学校系统中，它可能因地区而异，甚至因学校而异。每个州都有帮助建立每个学校体系课程的要求和指导方针。有些州甚至有一份按课程内容分类的经批准的教科书清单。课程包括各种经过选择和授权的课程，使学校系统中的学生能够成为受过良好教育的有用公民。
关键词：核心课程； 附属课程； 拓展课程
核心课程
今天的课程专家很可能会解释三个核心课程 (readin, ritin, and rith)为：阅读(word recognition and comprehension)，书面表达(writing expression)和算术(math, computation and problem solving)。这三个领域构成了课程的核心，因为所有其他技能和主题都建立在它们之上。
语言发展与核心课程
阅读和书面表达这两项核心课程技能是随着语言的发展而习得的。语言的发展始于出生，并持续一生。因此，基因禀赋、感官和身体条件、环境因素以及学校教育都影响着语言发展的质量和程度。语言发展反过来又影响课程技能的实现。
语言允许我们与他人和我们自己交流。最初，我们在学习与他人沟通之前，先发展一种包含概念和想法的内在语言。随着成熟的发展，倾听、理解和说话也会随之成熟。后来，在学校里，学生学习阅读和理解别人写的东西，并为别人读而写。因此，语言发展既是接受性的(从他人那里获得)，也是表现性的(给予他人)。这种获得和给予是交流过程的交换。
由于语言在日常生活中的重要性，很容易理解为什么阅读和书面表达是两个核心课程技能。掌握这两项技能对于理解和表达课程内其他学科的知识以及在学校内外进行有目的的沟通都是必要的。阅读和书面表达以及拼写通常被称为语言艺术。听说能力经常被添加到语言艺术课程中。
当代语言艺术教学将语言的各个部分作为一个相关的整体来教授。这种完整的语言方法用于统一组件，而不是将它们的开发分割成不相关的部分。斯特里克兰(1990)指出,学习读和写在生命早期开始,是一个持续的相互关联的过程,发展与口头语言,需要积极参与有意义的活动在孩子的日常生活中,涉及交互与其他响应,尤其增强书经验共享。罗宾斯(1990)描述了一个学校系统是如何抛弃基础读者而采用一种完整的语言教学方法的。她列出了整个语言课程的十个要素，以及每个年级的教学时间。整个语言方法应该结合说说性材料和叙述性，必须整合所有内容主题领域的写作过程，除了整个课堂方法之外，还必须继续使用由教师和同龄人领导的小组进行教学(Hiebert amp; Fisher, 1990)。
算术与核心课程
虽然第三个核心课程技能，算术，不是交际语言发展计划的一部分，它是一个更大的信息体的一部分，称为数学。算术上的成功需要推理技巧。对于推理依赖于语言技能的观点，语言的成功与算术和数学的成功有关。显然，这三种核心课程技能的发展并不是孤立的。
计算和解决问题的基本算术技能是日常生活中适当的自适应行为的必要条件。它们也是我们社会高度重视的技术发展所需要的高等数学学习的先决条件。因此，基础算术技能知识是核心课程的重要组成部分。
附属课程
虽然阅读、书面表达和算术被认为是最重要的基本课程技能，其他科目也被课程专家、教师和家长认为是有价值的。这些科目构成了科学和社会研究的附属课程。随着1957年人造地球卫星的发射，学校开始关注所有学生科学知识的发展。发展对技术的掌握并没有减弱。因此，由于社会的需要，科学已在附属课程中占有一席之地。
信息是一种价值很高的商品(Naisbitt amp; Aburdene, 1990)。知识库翻倍如此频繁，以至于很多当前的数据很快就过时了。然而，随着知识库的扩展，还没有人学会如何组织、归档、检索或控制知识，以便以最有效的方式使用这些知识。随着科技的发展，社会对人际交往的需求也在增加。根据Naisbitt(1982)，可用的高科技越多，就越需要高触感;“人性”一定不能被遗忘。根据Naisbitt和Aburdene(1990)的说法，“对个人的认识是人性的核心”是连接我们进入2000年时世界主要趋势的主线。他们预测，社会的新责任将是重新引导个人的主动性，因为个人将确定我们社会的方向。这一方向将涉及全球生活方式的经济、社会和文化的发展。随着知识基础的扩大，研究各种文化的人的需要和相互关系似乎特别重要。人文学科必须被研究以平衡科学的重点。为了保持这种平衡，社会研究。是与科学并列的课程。《科学与社会研究》副课程是对《科学与社会研究》核心课程的补充。
辅助课程
要想在基础课程技能上取得成功，必须具备一定的辅助技能。课堂学习由熟练的社会功能支持。认识和遵守预期的行为，监控和控制自己的行为，与同学和老师积极互动，有助于学习和表现跨科目和课程。由于他们在支持学术的重要作用，社会技能在这本书中被认为是学术课程的一个组成部分。
以拼错单词为特征的书面表达不能有效地传达它的意思。许多人认为正确的拼写是一个受过教育的人的标志。拼写是从学生开始打印单词的时候开始教的。拼写也已成为学校课程的重要辅助技能。
同样，为了在写作中有效地交流，一个人必须有清晰的笔迹。书写(或者其他交流系统，如盲文、打字或电脑)是书写表达的重要辅助技能。学者的写作可以反映深刻的思想，可以改变人类的生活进程，但如果不能阅读，它将是没有价值的，因为信息没有交流。
此外，教育工作者调查了学习基本课程技能的过程，并确定了一些对学生有益的学习策略。因此，学习策略是支持的重要组成部分。这些学习策略的使用使学习更有效率，更容易记住内容。
拓展性课程
学术对于促进智力和认知的增长很重要。然而，我们的社会重视整个人。教育工作者通过拓展课程提供额外的研究，以提高学生的生活方式。这些技能有助于发展适当的业余活动。创造性的艺术和体育教育构成了这个丰富的课程。
基本课程技能
教育工作者已经确定了学生成为自给自足、富有成效和对社会有贡献的成员所必需的技能。事实上，这些课程技能是全面教育的基础，可以帮助学生在成人社会中占据一席之地。这些基本的课程技能是在四门课程中教授的。然而，由于它们的学术性质，前三个课程-核心，横向和支持是这本书的重点。
你的工作是决定哪些基本课程的技能应该传授给每个学生。要做到这一点，你需要知道学生掌握了哪些技能，哪些还没有掌握。获取这些信息称为评估。评估是指收集信息的过程。对教师来说，评估的目的是决定教授哪些技能。
评估可用于三个主要的教育目的:筛选、安置和指导。本文主要侧重于教学目的的评估。然而，重要的是你也知道评估是如何用于筛选和安置的，因为作为一名教师，你将被要求为所有三个目的进行评估。在本章的剩余部分中，您将学习与评估相关的几个问题，以便正确地使用评估过程，并在教学中做出正确的决定。
外文文献出处：Allyn amp; Bacon（1992）Curriculum Based Assessment and programming.
附外文文献原文
THE CURRICULUM
The curriculum is that set of courses and instructional experiences offered to students. Each school system has its own curriculum usually developed by a team of teachers, school administrators, parents, and other community people. The curriculum differs from school system to school system.Often, it can differ from district to district or even from school to school within a school system.Each state has requirements and guidelines to help establish the curriculum for each school system.Some states even have a list of approved text-books by content areas of the curriculum. The curriculum consists of a variety of courses selected and mandated so that students in the school system can become well-educated, useful citizens.
The Core Curriculum
Todays curriculum specialists are likely to ex-press the three Rs (readin, ritin, and rithmetic)as reading (word recognition and comprehension),written expression, and arithmetic (computation and problem solving). These three areas constitute the core of the curriculum, since all other skill sand subject matter are built upon them .
Language Development and the Core Curriculum
Two of the core curriculum skills, reading and written expression, are acquired as language develops. Language development begins at birth and continues throughout ones life. Therefore, genetic endowment, sensory and physical conditions,environmental factors, and schooling all affect the quality and extent of language development. Language development, in turn, affects achievement of curriculum skills.
Language allows communication with each other and with ourselves. Initially, we develop an inner language of concepts and ideas before learning to communicate with others. As maturity develops, so does listening and understanding and then speaking. Later, in school, the student learns to read and understand what others have written and to write for others to read. Language development, then, is both receptive (getting from others)and expressive (giving to others). This getting and giving is the interchange of the communication process.
Because of the importance of language in daily living, it is easy to understand why reading and written expression are two of the core curriculum skills. Mastery of these two skills is necessary for both understanding and expressing knowledge in other subjects within the curriculum and for purpose
剩余内容已隐藏，支付完成后下载完整资料
THE CURRICULUM
Allyn amp; Bacon（1992）Curriculum Based Assessment and programming
The curriculum is that set of courses and instructional experiences offered to students. Each school system has its own curriculum usually developed by a team of teachers, school administrators, parents, and other community people. The curriculum differs from school system to school system.Often, it can differ from district to district or even from school to school within a school system.Each state has requirements and guidelines to help establish the curriculum for each school system.Some states even have a list of approved text-books by content areas of the curriculum. The curriculum consists of a variety of courses selected and mandated so that students in the school system can become well-educated, useful citizens.
The Core Curriculum
Todays curriculum specialists are likely to ex-press the three Rs (readin, ritin, and rithmetic)as reading (word recognition and comprehension),written expression, and arithmetic (computation and problem solving). These three areas constitute the core of the curriculum, since all other skill sand subject matter are built upon them .
Language Development and the Core Curriculum
Two of the core curriculum skills, reading and written expression, are acquired as language develops. Language development begins at birth and continues throughout ones life. Therefore, genetic endowment, sensory and physical conditions,environmental factors, and schooling all affect the quality and extent of language development. Language development, in turn, affects achievement of curriculum skills.
Language allows communication with each other and with ourselves. Initially, we develop an inner language of concepts and ideas before learning to communicate with others. As maturity develops, so does listening and understanding and then speaking. Later, in school, the student learns to read and understand what others have written and to write for others to read. Language development, then, is both receptive (getting from others)and expressive (giving to others). This getting and giving is the interchange of the communication process.
Because of the importance of language in daily living, it is easy to understand why reading and written expression are two of the core curriculum skills. Mastery of these two skills is necessary for both understanding and expressing knowledge in other subjects within the curriculum and for purposeful communication in and out of school. Reading and written expression along with spelling are often called the language arts. Skills in listening and speaking are often added to the language arts curriculum.
Contemporary instruction in language arts teaches the separate components of language as a related and integrated whole . This whole language approach serves to unify the components instead of fragmenting their development into unrelated bits and pieces of achievement.Strickland (1990) notes that learning to read and write begins early in life and is an ongoing, inter-related process that develops in concert with oral language, requires active participation in activities that have meaning in the childs daily life,involves interaction with responsive others, and is particularly enhanced by shared book experiences.Robbins (1990) describes how one school system abandoned the basal reader and adopted a whole language approach to instruction. She gives a list of ten elements of a whole language program and guidelines for the amount of time given to instructions for each grade level. The whole language approach should incorporate expository material as well as narrative, must integrate the writing process in all content subject areas, and must continue to use small groups led by teachers and peers for instruction in addition to the whole class approach (Hiebert amp; Fisher, 1990).
Arithmetic and the Core Curriculum
Although the third core curriculum skill, arithmetic, is not part of the communication language development scheme, it is part of a larger body of information known as mathematics. Success in arithmetic requires skill in reasoning. To the ex-tent that reasoning relies on language skills, success in language is related to success in arithmetic and mathematics. Obviously, each of the three core curriculum skills do not develop in isolation from each other.
The basic arithmetic skills of computation and problem solving are necessities for appropriate adaptive behaviors in everyday life. They are also prerequisite to advanced mathematical study required for the development of technology highly valued by our society. Knowledge of basic arithmetic skills, then, is an important part of the core curriculum.
The Collateral Curriculum
Although reading, written expression, and arithmetic are considered the most important basic curriculum skills, other subjects are also deemed valuable by curriculum experts, teachers, and parents. These subjects constitute the collateral curriculum of science and social studies.
With the launch of Sputnik in 1957, schools began to focus on the development of scientific knowledge for all students. That thrust to develop a command of technology has not abated. Science, then, has acquired a place in the collateral curriculum because of the demands of society.
Information is a highly valued commodity(Naisbitt amp; Aburdene, 1990). The knowledge base doubles so frequently that much current data are soon outdated. However, as the knowledge base expands, no one has yet learned how to organize,file, retrieve, or control the knowledge so that it can be used in the most efficient way. As technology increases, so does societys need for human contact. According to Naisbitt (1982), the more high tech available, the more high touch needed; humanness' must not be forgott
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