高考制度改革背景下延安市普通高中教学评价改革研究
发布时间：2018-08-02 14:30
【摘要】：随着社会的发展,我国适时提出并倡导素质教育,并有步骤地在基础教育领域展开了新一轮课程改革。但随着改革的不断深入,我国传统高考制度对基础教育改革的掣肘日益显露,甚至成为我国基础教育特别是普通高中教育深化改革的瓶颈之一。值得庆幸的是,《国务院关于深化考试招生制度改革的实施意见》于2014年及时发布,这在很大程度上为深化基础教育改革创造了条件和机遇。在此背景下,认真研究我国普通高中教学评价改革的现状、问题及对策,无疑具有重要的学术价值和现实意义。本研究以延安市普通高中教学评价实践为研究对象,综合使用问卷法、访谈法、观察法等研究方法,在了解当前延安市普通高中教学评价现状的基础上,发现问题,分析成因,企图提出符合素质教育要求和高考制度变革目标的适应性较强的普通高中教学评价改革对策。研究发现,当前延安市普通高中教学评价存在的主要问题表现在三方面:关于教师评价,存在着学校对教师评价功能弱化、学生对教师的评价主观性较强、同行评价难以确保真实性、教师参与教师评价的份额小等制约因素。关于学生评价,存在着评价功能重选拔轻发展、评价标准重笔试轻素质、评价主体单一等障碍。关于课程评价,存在着评价实施没有真正落实到位、评价对象单一、评价标准单调等问题。产生这些问题的原因也是多方面的,如受传统高考制度的制约、评价观念较落后、学校与相关主体的沟通不足、学校内部教学评价机制不够完善、政府及教育部门对学校教学评价发展缺乏系统的研究和管理、教师教育教学评价能力有待提高等。基于以上发现的问题及其成因,本研究以相关理论和政策为基础,提出了针对性较强的延安市普通高中教学评价改革对策:首先,教学评价改革总体上要秉持客观性、全面性、发展性、科学性和主体性原则。其次,评价改革策略要针对学生评价、教师评价和课程评价存在的不同问题有针对性地进行。关于学生评价改革,需要采取评价目的个性化、评价内容全面化、评价方法多元化、评价实施过程化等策略。关于教师评价改革策略,包括构建激励性评价机制、评价标准多元、重视教师综合素质评价和教师自评、构建全过程的教师评价指标体系等。关于课程评价改革,在注意评价内容和主体多元化的同时,需重视评价类型层次化。再次,普通高中教学评价改革要取得实质性进展,还需一些保障条件,主要包括进一步深化高考制度改革、优化教育行政管理体制、改进学校管理机制、提升教师教学评价能力、政府与社会支持等。
[Abstract]:With the development of society, quality education has been proposed and advocated in China, and a new round of curriculum reform has been carried out step by step in the field of basic education. However, with the deepening of the reform, the constraints of the traditional college entrance examination system on the basic education reform have become increasingly apparent, and even become one of the bottlenecks of deepening the reform of the basic education, especially the ordinary high school education. Fortunately, the State Council's opinions on deepening the reform of the examination and enrollment system were released in time in 2014, which to a large extent created conditions and opportunities for deepening the reform of basic education. Under this background, it is undoubtedly of great academic value and practical significance to study the present situation, problems and countermeasures of teaching evaluation reform in Chinese senior high schools. This study takes the practice of teaching evaluation in Yanan senior high school as the research object, synthetically uses questionnaire method, interview method, observation method and other research methods, on the basis of understanding the current situation of teaching evaluation in Yanan city, finds the problems and analyzes the causes. This paper attempts to put forward the reform countermeasures of teaching evaluation in general high schools which meet the requirements of quality education and reform the college entrance examination system. It is found that there are three main problems in the teaching evaluation of Yanan senior high school at present: regarding the teacher evaluation, there is a weakening of the evaluation function of the school to the teacher, and the subjective evaluation of the teacher by the students is strong. Peer evaluation is difficult to ensure authenticity, teachers participate in teacher evaluation of small share of constraints. As for student evaluation, there are some obstacles, such as emphasizing selection and development of evaluation function, attaching importance to written test and quality, single evaluation subject, and so on. As for curriculum evaluation, there are some problems, such as the implementation of evaluation is not really carried out, the evaluation object is single, the evaluation standard is monotonous, and so on. There are many reasons for these problems. For example, restricted by the traditional college entrance examination system, the evaluation concept is relatively backward, the communication between the school and related subjects is insufficient, and the internal teaching evaluation mechanism is not perfect. The government and education departments lack systematic research and management on the development of school teaching evaluation, and teachers' evaluation ability of education and teaching needs to be improved. Based on the above found problems and their causes, this study based on the relevant theories and policies, put forward the pertinence of Yanan City ordinary senior high school teaching evaluation reform countermeasures: first, the teaching evaluation reform in general should uphold objectivity, comprehensiveness, Developmental, scientific and subjective principles. Secondly, the evaluation reform strategy should be aimed at student evaluation, teacher evaluation and curriculum evaluation. As for the reform of student evaluation, some strategies should be adopted, such as individuation of evaluation purpose, comprehensive evaluation content, diversification of evaluation methods and evaluation process. The reform strategies of teacher evaluation include the construction of incentive evaluation mechanism, the multiple evaluation criteria, the importance of teachers' comprehensive quality evaluation and teacher self-evaluation, and the construction of the whole process of teacher evaluation index system. On the reform of curriculum evaluation, we should pay attention to the hierarchy of evaluation types while paying attention to the diversification of evaluation contents and subjects. Thirdly, in order to make substantial progress in the reform of teaching evaluation in senior high schools, we still need some guarantee conditions, including further deepening the reform of the college entrance examination system, optimizing the educational administrative management system, and improving the school management mechanism. Improve teachers' teaching evaluation ability, government and social support.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.0
本文编号：2159736
[Abstract]:With the development of society, quality education has been proposed and advocated in China, and a new round of curriculum reform has been carried out step by step in the field of basic education. However, with the deepening of the reform, the constraints of the traditional college entrance examination system on the basic education reform have become increasingly apparent, and even become one of the bottlenecks of deepening the reform of the basic education, especially the ordinary high school education. Fortunately, the State Council's opinions on deepening the reform of the examination and enrollment system were released in time in 2014, which to a large extent created conditions and opportunities for deepening the reform of basic education. Under this background, it is undoubtedly of great academic value and practical significance to study the present situation, problems and countermeasures of teaching evaluation reform in Chinese senior high schools. This study takes the practice of teaching evaluation in Yanan senior high school as the research object, synthetically uses questionnaire method, interview method, observation method and other research methods, on the basis of understanding the current situation of teaching evaluation in Yanan city, finds the problems and analyzes the causes. This paper attempts to put forward the reform countermeasures of teaching evaluation in general high schools which meet the requirements of quality education and reform the college entrance examination system. It is found that there are three main problems in the teaching evaluation of Yanan senior high school at present: regarding the teacher evaluation, there is a weakening of the evaluation function of the school to the teacher, and the subjective evaluation of the teacher by the students is strong. Peer evaluation is difficult to ensure authenticity, teachers participate in teacher evaluation of small share of constraints. As for student evaluation, there are some obstacles, such as emphasizing selection and development of evaluation function, attaching importance to written test and quality, single evaluation subject, and so on. As for curriculum evaluation, there are some problems, such as the implementation of evaluation is not really carried out, the evaluation object is single, the evaluation standard is monotonous, and so on. There are many reasons for these problems. For example, restricted by the traditional college entrance examination system, the evaluation concept is relatively backward, the communication between the school and related subjects is insufficient, and the internal teaching evaluation mechanism is not perfect. The government and education departments lack systematic research and management on the development of school teaching evaluation, and teachers' evaluation ability of education and teaching needs to be improved. Based on the above found problems and their causes, this study based on the relevant theories and policies, put forward the pertinence of Yanan City ordinary senior high school teaching evaluation reform countermeasures: first, the teaching evaluation reform in general should uphold objectivity, comprehensiveness, Developmental, scientific and subjective principles. Secondly, the evaluation reform strategy should be aimed at student evaluation, teacher evaluation and curriculum evaluation. As for the reform of student evaluation, some strategies should be adopted, such as individuation of evaluation purpose, comprehensive evaluation content, diversification of evaluation methods and evaluation process. The reform strategies of teacher evaluation include the construction of incentive evaluation mechanism, the multiple evaluation criteria, the importance of teachers' comprehensive quality evaluation and teacher self-evaluation, and the construction of the whole process of teacher evaluation index system. On the reform of curriculum evaluation, we should pay attention to the hierarchy of evaluation types while paying attention to the diversification of evaluation contents and subjects. Thirdly, in order to make substantial progress in the reform of teaching evaluation in senior high schools, we still need some guarantee conditions, including further deepening the reform of the college entrance examination system, optimizing the educational administrative management system, and improving the school management mechanism. Improve teachers' teaching evaluation ability, government and social support.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.0
【参考文献】
相关期刊论文 前4条
1 陈启文;;论教师校本培训保障体系的构建[J];教育评论;2007年02期
2 张怀满;;试论教学评价的目标导向原则及实施策略[J];黑龙江高教研究;2012年09期
3 钟启泉;;学业评价:省思与改革——以日本高中理科的“学习评价”改革为例[J];教育探究;2013年01期
4 陈园园;;中法高中毕业会考制度的比较与借鉴[J];教育测量与评价(理论版);2008年03期
，本文编号：2159736
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2159736.html
