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Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influence

建模意义创造：探索五年级教师在全班建模写作中如何表达他们的想法，以及这种建模如何影响

基本信息

批准号：
1606176
负责人：
金额：
--
依托单位：
UNIVERSITY OF EXETER
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1606176
关键词：
Modelling meaning making exploring how

项目摘要

Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influences children's writing choicesSkills' in primary education. The proposed research would primarily seek to assess the possibility of creating a formative assessment framework for tracking the progress of 'Learning Skills' (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. Consequently, the core aim of the research is to create a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years. Four possible research questions are outlined below:1. Is it possible to create a formative assessment framework for learning skills that teachers and children find useful?2. If a framework is to be useful to teachers and children, what approach to formative assessment should it adopt?3. Can a formative assessment framework support teachers to develop children's self-assessment of their learning skills?4. Can a formative assessment framework be used to inform track, support and inform planning for the progression of 'Learning Skills' in primary education?

造型意味着制造：探索五年级教师如何在全班模仿写作中表达他们的想法，以及这种模仿如何影响小学教育中儿童的写作选择。建议的研究主要是评估可否设立一个形成性评估架构，以追踪小学在“学习技巧”（多间学校及地方学校所用的术语，用以描述学会学习、发展积极学习倾向、元认知及自我调节学习所需的技巧或倾向）方面的进展。因此，研究的核心目标是创建一个实用的，教师友好的形成性评估框架，可用于教师和儿童评估学习技能的发展，以支持儿童在整个小学阶段取得持续和知情的进步。四个可能的研究问题概述如下：1。有没有可能建立一个形成性的评估框架，用于教师和儿童认为有用的学习技能？2.如果一个框架对教师和儿童都有用，那么它应该采用什么样的形成性评估方法？3.形成性评估框架能否支持教师发展儿童对其学习技能的自我评估？4.形成性评估框架能否用于为小学教育中“学习技能”的进展提供信息跟踪、支持和信息规划？