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首页> 外文学位 >FLORIDA HIGH SCHOOL LANGUAGE ARTS CURRICULUM CHANGES RESULTING FROM THE FLORIDA STATE STUDENT ASSESSMENT TEST: STATUS AND IMPACT OF CHANGES.
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FLORIDA HIGH SCHOOL LANGUAGE ARTS CURRICULUM CHANGES RESULTING FROM THE FLORIDA STATE STUDENT ASSESSMENT TEST: STATUS AND IMPACT OF CHANGES.

机译：佛罗里达州学生评估测试导致的佛罗里达州高中语言艺术课程变化：状态和变化的影响。

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摘要

This was a survey study with a follow-up interview to determine the status and the impact of the changes which have occurred in three areas of the language arts--language, literature, and composition--in Florida high schools, grades 10-12, since the introduction of the State Student Assessment Test in 1977.;From a review of the literature were established 27 standards for an exemplary high school language arts program. From the standards was developed a questionnaire to obtain the perceptions of language arts teachers and administrators in 17 high schools in ten selected counties of Florida representing socio-economic and demographic factors which may influence curriculum decision making.;In summary the following changes were reported: (1) Greater emphasis was placed on the study of the basic skills of reading, usage, and writing. (2) Less emphasis was placed on the study of literature. (3) More emphasis was placed on the study of basic composition skills rather than written composition per se. (4) More emphasis was placed on the study of language.;The impact of the changes resulted in less integration of the study of literature, language, and composition in many language arts courses.;It attempted to answer the following questions concerning the language arts program: (1) What are the established standards of an exemplary language arts program for grades 10-12 as revealed in the literature? (2) What changes have occurred in the three major areas of the language arts in Florida since the introduction of the SSAT, and what is the nature of these changes? (3) What is the impact of the changes on the Florida language arts program?;The following conclusions were made from this study: (1) Administrators and teachers reported that increased emphasis on basic skills precipitated a change in the balance of the instruction of literature, language, and composition. (2) Teachers did not perceive as much change as administrators. (3) Administrators and teachers perceived the SSAT as a first step in improving instruction for some students, but they did not perceive the students' passing the SSAT as achieving the ultimate goals of the language arts program. They expressed the need to modify the SSAT so as to test the students' actual writing skills, and furthermore, they felt the need to resolve the teachers' problem of the burdensome responsibilities of retesting and recording test results.;Considering the results of this research the following recommendations are made: (1) further study to reveal the extent of the changes which have occurred, the number of students involved in the intensive remediation and compensatory programs, and the validity of the SSAT to determine the students' ability to read and write, (2) further study of the organizational modifications needed to facilitate teachers' becoming better teachers of literature, composition, and language, (3) workshops for language arts teachers which include new technology in the teaching of literature, language, and composition, the restructuring of courses, exploration of current methodology, and the most productive use of time.
机译：这是一项调查研究，并进行了后续访谈，以确定佛罗里达州10-12年级的高中语言艺术的三个领域（语言，文学和作文）的现状和变化的影响自1977年引入“州学生评估测验”以来；通过文献回顾，建立了27个示范性的高中语言艺术课程标准。根据标准制定了问卷调查表，以了解佛罗里达州十个选定县的17所中学的语言艺术教师和管理人员的看法，代表了可能影响课程决策的社会经济和人口因素;总结了以下变化： （1）更加注重阅读，使用和写作的基本技能的研究。 （2）较少重视文学研究。 （3）更多的重点放在基本写作技巧的学习上，而不是书面写作本身。 （4）对语言的研究更加重视;;变化的影响导致许多语言艺术课程对文学，语言和作文研究的整合较少;;它试图回答以下有关语言的问题艺术课程：（1）文献中揭示的10-12年级语言艺术示范课程的既定标准是什么？ （2）自SSAT引入以来，佛罗里达州语言艺术的三个主要领域发生了什么变化，这些变化的本质是什么？ （3）变更对佛罗里达语言艺术课程有何影响？;这项研究得出以下结论：（1）管理者和老师报告说，对基本技能的日益重视导致了对教学语言平衡的改变。文学，语言和构成。 （2）教师没有像管理人员那样感觉到很大的变化。 （3）管理人员和教师将SSAT视为改善对某些学生的教学的第一步，但他们并不认为学生通过SSAT可以达到语言艺术课程的最终目标。他们表示有必要修改SSAT，以测试学生的实际写作技能，此外，他们还认为有必要解决教师重测和记录测试结果的繁重责任的问题。提出以下建议：（1）进一步研究以揭示已发生的变化的程度，参与强化补救和补偿计划的学生人数以及SSAT的有效性，以确定学生的阅读和阅读能力。撰写，（2）进一步研究为促进教师成为文学，写作和语言的更好的老师而需要的组织修改，（3）为语言艺术教师举办的讲习班，其中包括文学，语言和组成教学的新技术，课程的重组，当前方法的探索以及最有效的时间利用。

著录项

  • 作者

    HARRISON, MAUDIE JEAN COLEY.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Educational administration.
  • 学位 Ph.D.
  • 年度 1980
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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