• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >An exploration of self -reflection and critical -thinking exhibited in visual -arts students' portfolios at the secondary level.
【24h】

An exploration of self -reflection and critical -thinking exhibited in visual -arts students' portfolios at the secondary level.

机译：对视觉艺术学生在中学阶段的档案袋中表现出的自我反思和批判性思维的探索。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this qualitative case study was twofold: to obtain an understanding of the perceptions of secondary-school visual-arts teachers in Northern California who have facilitated portfolios of student artwork as an instructional strategy and to investigate students' written reflections on the characteristics and merits of their artwork exhibited in portfolios. In California Public Schools, the problem is that explicit portfolio criteria and performance assessment tools to measure students' mastery of the California Content Standards for the Visual Arts in grades 9 to 12 do not exist to gauge the degree that a student has met the content standards or to the degree that a school or school district has met the content standards.;This study included seven visual-arts teachers at five high schools in Northern California during the Spring of 2008. The results of the data analysis indicated that visual-arts teachers who developed formal methods for his or her students to reflect upon their artwork, allotted instructional minutes for students to write about their artwork, and provided instructional or assessment materials that ranged from less complex cognitive processes to more complex cognitive processes as an instructional strategy were able to develop students' critical-thinking abilities. Six of the seven visual-arts teachers instructional and assessment materials provided evidences of opportunities for students to think critically. In addition, the four visual-arts teachers who implemented guidelines for students to create portfolios were able to develop their students' portfolio maturation level at higher stages.
机译：该定性案例研究的目的是双重的：了解北加州中学视觉艺术老师的看法，他们促进了学生作品集的教学策略，并调查了学生对这些作品的特点和特点的书面思考。他们的作品的优点在作品集中得以展示。在加州公立学校，问题在于没有明确的档案袋标准和绩效评估工具来衡量学生对9至12年级的视觉艺术加州内容标准的掌握程度，无法衡量学生是否达到内容标准；或在某种程度上达到学校或学区达到内容标准的程度。该研究包括2008年春季在北加利福尼亚州五所高中的7名视觉艺术老师。数据分析结果表明，视觉艺术老师他开发出了正式的方法来让学生反思自己的作品，为学生分配有关他们的作品的教学时间，并提供教学或评估材料，从较不复杂的认知过程到较复杂的认知过程（作为一种教学策略）都能够培养学生的批判性思维能力。七个视觉艺术老师的教学和评估材料中有六个为学生提供了进行批判性思考的机会的证据。此外，四位视觉艺术老师实施了学生创建作品集的指南，能够在更高的阶段发展学生的作品集成熟度。

著录项

  • 作者

    Hughes, Barbara E.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education Art.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2008
  • 页码 313 p.
  • 总页数 313
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号