新西兰高中生“国家教育成就证书”学业评价制研究

发布时间：2018-04-11 13:34

本文选题：新西兰 + 高中生学业评价　；参考：《西南大学》2015年硕士论文

【摘要】：从古至今,高中阶段的考试备受关注,高中生学业评价改革既是世界各国共同关注的教育改革的核心话题,也是我国现阶段素质教育改革的重大难题。本文所述新西兰“国家教育成就证书”是一种基于课程标准的学业评价体制,主要针对高中生进行的学业评价。新西兰高中生从十一年级开始便以“累积学分”的方式开始修读“国家教育成就证书”,直至修完三级证书结束方可离校。这一资格认定考试是新西兰高中毕业生的离校证明,同时又是各高校招生、各单位雇主招工的有效参考模式。新西兰“国家教育成就证书”几经改革目前已然成为较为完善的中等教育普通证书考试体制,在世界中等教育考试中凸显出一定特色,其影响力正日益备受世界的关注。中国的普通高中学业水平考试历经几次改革,在新课改理念影响下逐步发展成为现行的普通高中“会考”。虽日益关注学生的发展性评价,但在具体操作与实施过程中仍存在诸多问题,考试功能仍然得不到充分发挥。研究新西兰高中生“国家教育成就证书”学业评价制度不仅有助于我们了解世界中等教育教学评价制度的变革趋势,也能为我国的高中学业水平考试改革提供借鉴和启示,以促进教师更好的“教”与学生更好的“学”本论文从六个部分来展开：第一部分对新西兰“国家教育成就证书”学业评价制的发展历程进行阐释,具体从系统的《新西兰全国资格框架》的产生到2002年最终发展成为基于该标准之下的现行的新西兰“国家教育成就证书”进行论述与分析。第二部分主要阐述新西兰高中生“国家教育成就证书”学业评价制的现实形态。从评价的现实基础、评价的内容、评价的标准、评价的方式出发,对新西兰“国家教育成就证书”学业评价制的构成进行静态论述；接着,从运行的准备、运行的过程出发,对新西兰“国家教育成就证书”学业评价制的运行进行动态论述；最后,关注新西兰高中生“国家教育成就证书”学业评价制的运行效果在于其能够获得国际广泛认可,促进学生个性及潜能的开发以及促进国家职业教育及普通高等教育的均衡发展。第三部分以新西兰“国家教育成就证书”一级证书的修读为例,对实施案例的基本情况进行阐释,如学生如何根据喜好自由选择课程,如何根据《新西兰全国资格框架》完成课程以及顺利拿到资格证书；另一方面,对新西兰“国家教育成就证书”的修习既可以为大学入学提供升学参考,也可作为学生提供未来就业证明进行相关论述。第四部分本研究关注新西兰“国家教育成就证书”学业评价制的特色在于其多元的选课制度,允许科目“混合”来修读,独具特色的“双重”评定标准,注重学生学业的“过程性评价”以及注重学生实践能力与创新思维的培养等方面；本研究认为,学生的主观努力,教师对课程标准的有力执行,评价监管部门的有力监督以及社区及家长的大力支持是该学业评价证书制之所以得以施行的影响因素。第五部分从对中新高中生学业评价的同质性研究中可以看出,中国、新西兰针对高中生的学业评价面临着“为学习的评价”的共同需要,都注重培养学生的学习能力；同时,两国还面临着对于学生学习过程中的发展变化比较忽视的共同问题。第六部分从新西兰高中生“国家教育成就证书”学业评价制注重积极转变评价范式,且确立了评价研制主体的多元化以及其积极引入专业的第三方评价机制方面进行可借鉴性分析,进而提出对我国高中学业评价改革的有益启示在于针对高中生的学业评价一方面应积极推行能力区分考试,设立灵活多样的考试形式,促进学生的学习和发展；另一方面,还应基于课程标准的学业评价,增加专业性评价组织,且注重学业评价结果的有效反馈和交流,以此促进教师更好的教学。总体来说,本研究尝试通过对新西兰高中生“国家教育成就证书”学业评价制的发展历程、现实形态、实施案例、特色与影响因素等方面进行探讨与分析,以期为我国高中生学业水平考试改革提供新的思路。
[Abstract]:In this paper , New Zealand ' s National Education Achievement Certificate is an effective reference model based on the curriculum standard .
Then , starting from the process of preparation and operation of the operation , the paper makes a dynamic discussion on the operation of the academic evaluation system of the National Education Achievement Certificate of New Zealand ;
The third part explains the basic situation of the implementation cases , such as how the students choose the course according to their preferences , how to complete the course according to the national qualification framework of New Zealand and get the qualification certificate smoothly .
On the other hand , the practice of " National Education Achievement Certificate " in New Zealand can provide both academic reference and future employment certificate for the university entrance examination . The fourth part is concerned with the characteristics of the academic evaluation system of " National Education Achievement Certificate " in New Zealand . The fourth part is concerned with the multi - component selection system , which allows the subject to " mix " to read and unique " double " rating standard , pay attention to the " process evaluation " of the students ' studies , and pay attention to the cultivation of students ' practical ability and innovative thinking .
The author thinks that the students ' subjective efforts , teachers ' vigorous enforcement of the curriculum standards , the strong supervision of the evaluation and supervision departments and the strong support of the community and parents are the influencing factors for the implementation of the academic evaluation certificate system . In the fifth part , it can be seen from the study of the homogeneity of the academic evaluation of the new high school students . In the fifth part , it can be seen that the academic evaluation of high school students faces the common needs of " evaluation of learning " , and emphasizes the cultivation of students ' learning ability ;
At the same time , the two countries are confronted with common problems which are ignored in the course of students ' learning . The sixth part focuses on the positive transformation of the evaluation paradigm from the academic evaluation system of the National Education Achievement Certificate of New Zealand , and puts forward the beneficial enlightenment to the reform of the academic evaluation of high school students .
On the other hand , based on the academic evaluation of the curriculum standard , the professional evaluation organization should be added , and the effective feedback and communication of the results of the academic evaluation should be paid attention to , so as to promote the better teaching of the teachers . In general , the present study tries to explore and analyze the development course , the reality form , the implementation cases , the characteristics and the influencing factors of the academic evaluation system of the National Education Achievement Certificate of the New Zealand high school students , with a view to providing a new idea for the reform of the academic level examination of high school students in our country .

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.612

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