全息课堂教学评价技术研究

发布时间：2018-03-29 21:03

本文选题：全息　切入点：课堂教学　出处：《华东师范大学》2007年硕士论文

【摘要】： 自从中共中央国务院《关于深化教育改革全面推进素质教育的决定》明确提出“要建立符合素质教育要求的对学校、教师和学生的评价机制”以来，对中小学课堂教学的评价，既成为素质教育的研究热点，也是一个研究难点。现行的课堂教学评价中存在不少问题，其实质在于课堂教学评价仅停留在就课评课，以现象解释现象的层面上，割裂了课堂教学的连贯性，从而造成课堂教学评价很难有比较客观的结论，这既不符合目前新课程的课堂教学评价要求，也与素质教育的评价要求相悖。全息律普遍存在于自然界、社会、思维范围内有着重要的方法论意义。全息理论运用于教育教学评价也形成了相应的全息评价模式。但是，在全息教育教学评价领域缺乏真正运用全息理论对教学进行评价的理论与实践探讨，目前学者在将全息理论运用于教学评价时更多的是将“全息”片面地理解为“全”。本研究从全息理论的视角出发，揭示目前存在于课堂教学评价中的以现象解释现象、割裂课堂教学评价之间的连贯性与整体性的评价技术的缺陷，建立一个可操作的全息课堂教学评价技术框架。该技术框架从两个层次对课堂教学进行全息评价。即通过对一节课中全息元信息的把握反映本节课乃至整个学段的课堂教学质量；从学段教学角度评价一节课，看是否在课堂教学中体现学段教学的意识。从而节约课堂教学评价的成本，，提高课堂教学评价的效率，达到对课堂教学的整体质量进行监控的作用。本研究主要内容分为四章。第一章主要研究如何将全息理论运用于课堂教学评价，形成全息课堂教学评价的思想，并分析对课堂教学进行全息评价的必然性与可行性；第二章用全息课堂教学评价思想反观现行课堂教学评价；第三章建立具有可操作性的全息课堂教学评价技术框架，包括分析全息方法挖掘课堂教学评价信息的信息构成，信息挖掘方法和信息使用，以及全息课堂教学评价结论的使用和这项评价技术的限度；第四章运用全息课堂教学评价技术进行课堂教学评价的实例研究。课堂教学评价的恰当与否直接影响着课堂教学的质量和改革的方向。从全息的视角出发，运用全息理论对某节课进行教学评价，可以从教学的战略角度对该节课的教学质量有个正确的评价。
[Abstract]:Since the CPC Central Committee and the State Council's decision to deepen education reform and promote quality education > clearly put forward "to set up the requirements of quality education in schools, the mechanism of evaluation of teachers and students, evaluation of classroom teaching in primary and secondary schools, as well as quality education research field, also it is a difficult problem.
There are many problems existing in the evaluation of classroom teaching, its essence lies in the evaluation of classroom teaching will only stay in the classes, to explain the phenomenon of the phenomenon level, separates the classroom teaching coherence, resulting in classroom teaching evaluation is difficult to have a more objective conclusion, which is not in accordance with the requirements of the new curriculum classroom teaching evaluation also, the requirements of quality education and evaluation of the contrary.
Holographic law exists widely in nature, society and thinking range have important methodological significance. Holographic theory is applied to the education and teaching evaluation has also formed the holographic corresponding evaluation model. However, the lack of study on the theory and practice of real application of holographic theory on teaching evaluation in the teaching evaluation in the holographic field, the scholars in the the holographic theory in teaching evaluation will be more "holographic" one-sided understanding of "full".
This study from the holographic theory perspective, reveals that currently exist in the evaluation of classroom teaching in order to explain the phenomenon of the phenomenon, defects of split class teaching evaluation consistency and integrity evaluation technology, establish an operational holographic classroom teaching evaluation technology framework. This framework from the two levels of holographic evaluation the classroom teaching. Through the holographic information a lesson in the grasp of this class as a whole reflects the school classroom teaching quality evaluation; a lesson from the academic teaching angle, whether embodied the academic teaching consciousness in classroom teaching. Classroom teaching evaluation so as to save the cost, improve the efficiency of classroom teaching evaluation the monitor to achieve the overall quality of the classroom teaching effect.
The main content of this paper is divided into four chapters. The first chapter mainly studies how to use holographic theory in classroom teaching evaluation, classroom teaching evaluation form holographic theory, and analyzes the necessity and feasibility of holographic evaluation of classroom teaching; the second chapter using holographic teaching evaluation thought review current classroom teaching evaluation; the third chapter is established the holographic framework of classroom teaching evaluation of mining technology, including the evaluation of classroom teaching methods of information analysis of holographic information. Information mining method and use of information, and the limits of holographic teaching evaluation conclusion and the use of technical evaluation; the fourth chapter uses the case study of holographic classroom teaching evaluation technology for classroom teaching evaluation.
Whether the evaluation of classroom teaching is appropriate or not directly affects the quality and direction of reform in classroom teaching. From holographic perspective, we can use holographic theory to carry out teaching evaluation for a class, and we can have a correct evaluation of teaching quality from the perspective of teaching strategy.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G420

【引证文献】