File Cover The Design And Use Of Research Learning Problems

With the promotion of basic education curriculum reform and the implementation of education developmental evaluation theory, the practice of portfolio assessment and research has been aroused wide concern from educational researchers. But current portfolio research mainly focuses on good marks and achievements of students, learning problems and errors are deficiently. Research on portfolios is mostly for evaluation purposes, rarely for the development of students and the professional development of teachers.Actually, questions from students are a kind of important teaching resources which can encourage teachers to reflect on their teaching and improve teaching strategies, as well as inform teachers and students to learn together. Be based on the portfolio, study the questions from students and the portfolio together, to design the portfolio from students’ learning questions, to use the portfolio form the perspective of promote teachers’ teaching. For the current education practice workers should have certain theoretical guidance, teachers’ teaching and students’ learning also have reference value.Through the collection and collation of the relevant research literature on the portfolio, analysis and reflection is made about the portfolio and questions from the students, as well as the portfolio about quotations. According to the different research perspectives, the question portfolios are divided into two main kinds, students-orientated portfolios and teachers-orientated portfolios. Researchers join in the class by the means of questionnaires, communication and interviews to observe the performance of students and teachers. Then take the selected portfolios from some students as the cases of research, as to obtain regularity cognition.From the analysis of the text, it is found that:(1) The learning-question portfolios are in accordance to the teacher’s teaching philosophy;(2) Both the students and parents of the students are in favor of the learning-question portfolios learning style. Through the case analysis and others found:(1) Practice and theory of learning problems portfolio is disconnected;(2) It doesn’t form a good mechanism for sorting and reflection from the questions;(3) What’s more there is not a sound evaluation mechanism;(4) The research is mainly about the students, lack of on teachers teaching and professional development research;(5) No common representative to study the problem of portfolio contents and conclusions.So, the use of learning-question portfolios needs to be explored in learning and teaching practice. The form and concept of practice varies from different schools, teachers and different students, which means the educate practitioners should actively involve in practice and apply the theory simultaneously, to explore learning-question portfolios which are suitable to their own teaching and students’ personalized learning methods.