高中生物课堂教学评价体系的建构研究

发布时间：2018-03-17 15:10

本文选题：高中生物　切入点：教学目标　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课程标准明确规定了高中生物课程评价应促进学生的全面发展、提高学生的生物素养、注重与生活的联系等。在以学生为主体的课堂教育教学过程中,关注学生能力的形成,注重培养学生积极正确的情感态度价值观,是对课堂教学评价的基本要求。本研究在这样的教育大背景下,针对我国目前高中生物课堂评价重结果轻过程、重知识轻能力、重“教”轻“学”的现状,以新课程标准中的三维目标为基本依据,从学生评价的角度出发,构建高中生物常见课型的评价量表,形成以学生评价为主体的、注重课堂过程性评价的高中生物课堂教学评价体系,以此希望能为高中生物课堂教学评价提供一套科学的、合理的、可操作的评价方案。本研究采用文献法、课堂观察法和实验法进行研究。研究内容主要包括以下两个方面：一是在大量阅读国内外教育教学专著和文献的基础上,将高中生物课堂经常出现的五种课堂类型整合出来,根据每种课型的特性,建构不同的评价指标或评价量表,进而整合成一套完整的“三维目标”为核心依据、以评价学生课堂学习情况为核心任务的高中生物课堂教学评价体系。二是运用实验法在西安“铁一中”滨河学校对该评价体系的科学性和操作性进行实验检测,同时关注其是否能真正促进学生生物科学素养的全面发展,使学生形成积极正确的情感态度价值观。实验结果表明：一、运用该评价体系能为学生课前自主探究提供可参考的方向。学生拿到对每节课的评价指标后,了解了本节课每个环节应当完成什么,完成到什么程度,学生的学习更加目标明确,重难点突出。二、运用该评价体系能较有效地使学生对每一阶段的学习情况进行自我监督和检测。由于评价体系能较明确告诉学生每一节课需要关注的核心概念和问题,学生在学习过程中,也可随时参照评价体系给出的指标对自己的学习进行检测,随时做到自我评价。三、运用该评价体系能较有效地促进学生在课堂上完成不同层次的任务。学生可以从评价体系中,能较清楚的了解到每节课哪些概念需要重点掌握,哪些能力必须在课堂形成,哪些问题是本节课的核心问题,哪些可以阅读完成。四、运用该评价体系为学生将本节课的内容整合到已有的认知结构中去提供了“脚手架”。学生在评价体系中能清楚的看到本节课与之前学过的概念间的关系,进而很容易就建立了概念间的联系,完善原有认知结构。从以上实验结果可以得出：本研究建构的高中生物课堂教学评价体系对于学生在高中生物学科的学习确有促进作用,对于以学生为主体的学习模式有着良好的促进效果。
[Abstract]:The new curriculum standard clearly stipulates that the evaluation of biology curriculum in senior high school should promote the all-round development of students, improve students' biological literacy, pay attention to the relationship with life, and pay attention to the formation of students' ability in the course of student-centered classroom education and teaching. Focusing on cultivating students' positive and correct emotional attitude and values is the basic requirement of classroom teaching evaluation. The present situation of emphasizing "teaching" and neglecting "learning", based on the three dimensional objective in the new curriculum standard, and starting from the point of view of students' evaluation, the evaluation scale of common subjects in senior high school biology is constructed, and the main body of which is student evaluation. In order to provide a set of scientific, reasonable and operable evaluation scheme for senior high school biology classroom teaching evaluation, this study adopts the literature method, which pays attention to the evaluation system of high school biology classroom teaching. The main contents of the research include the following two aspects: first, on the basis of reading a large number of educational and teaching monographs and literature at home and abroad, the five classroom types that often appear in senior high school biology classroom are integrated out. According to the characteristics of each class, different evaluation indexes or evaluation scales are constructed, and then integrated into a complete set of "three-dimensional objectives" as the core basis. The evaluation system of biology classroom teaching in senior high school is based on the evaluation of students' classroom learning. The second is to test the scientific nature and operability of the evaluation system in Binhe School of Xi'an "Tiesi Middle School" by using the experimental method. At the same time, attention is paid to whether it can really promote the all-round development of students' biological scientific literacy and make students form positive and correct emotional attitude and values. The experimental results show that: first, The application of the evaluation system can provide a reference direction for students to explore independently before class. After the students get the evaluation index of each class, they understand what should be accomplished and to what extent each link of this class should be completed. Students' learning is more targeted and difficult. Second, The application of the evaluation system can effectively enable students to self-monitor and test the learning situation at each stage. Because the evaluation system can clearly tell the students the core concepts and problems that need to be paid attention to in each class, the students are in the process of learning. You can also test your learning by referring to the indicators given by the evaluation system at any time, and do self-evaluation at any time. The application of the evaluation system can effectively promote students to complete different tasks in the classroom. From the evaluation system, students can clearly understand which concepts need to be grasped in each class and which abilities must be formed in the classroom. Which questions are at the core of this class, and which can be read and completed. The application of the evaluation system provides a scaffold for students to integrate the contents of this class into the existing cognitive structure. In the evaluation system, the students can clearly see the relationship between this class and the concepts they have learned before. It is easy to establish the relationship between concepts and perfect the original cognitive structure. From the above experimental results, it can be concluded that the evaluation system of high school biology classroom teaching established in this study has a positive effect on the students' study of biology in senior high school. For the student-oriented learning model has a good promotion effect.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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