小学高段语文习作教学的评价研究

发布时间：2018-02-09 00:47

本文关键词： 小学高段语文习作教学习作教学评价　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学评价既是教学活动的起点,又是教学活动的终点,服务于人的发展和教育教学。小学语文习作教学是语文教学中的重点和难点,语文新课程标准确立的习作教学目标,归纳为:提高写作素养;学会积累素材;重视多元化的表达方式;注重有机结合;注重过程和结果。小学高段的习作教学在目标、内容和形式上都较之低、中阶段有了更高的要求。对小学高段习作教学评价的专题研究,是小学高段习作教学目标实现的助推器,是明确小学高段语文教师如何教学生写作文的重要途径。而目前教学现状中,对小学习作教学评价多为附带性研究。基于此,本研究围绕以下核心问题展开:(1)为什么进行高段语文习作教学评价?(2)高段语文习作教学评价是什么?(3)谁来评?(4)怎么评?(5)评什么?为了解答这些问题,本文运用文献分析法、调查访谈法、逻辑推演法等,开展了如下几个部分的研究。第一部分,小学高段语文习作教学评价的理论基础和价值诉求。本研究将评价阶段限定在小学高段,评价对象为教师,内容为习作教学活动。依据认知发展理论、教师专业发展评价理论、多元智能理论等,梳理出小学高段语文习作教学评价体现在功能、过程、主体和方式方面的价值诉求。第二部分,小学高段语文习作教学评价的内涵建构。首先,对小学低段、中段、高段语文教学,写话、习作与写作教学,教学评估与教学评价概念的辨析。继而基于高段语文习作教学评价的价值诉求,构建高段语文习作教学评价的概念,即是对教学活动中教师如何教学生习作的评价。其次,对高段习作教学评价系统各要素分析并试图建构高段语文习作教学评价的结构模型。第三部分,明确小学高段语文习作教学评价的主体与职能。小学高段习作教学评价主体包括内部和外部评价主体,其中,内部主体包括学校管理者、教师和学生;外部主体主要由教育行政机构、校外专家、家长和社区人员组成。而各评价主体之间需要在协同环境中处理好交互关系,以保障各评价主体职能的发挥。第四部分,小学高段语文习作教学评价的标准建构。依据新课程标准的评价理念、课程目标和高段习作教学目标、高段习作教学评价主体的特点和需要,以及习作教学的规律和发展,在坚持一定原则的基础上,分别建构了可供学校管理者、教师自评及他评、学生、家长、社区人员不同评价主体参考的评价标准。第五部分,小学高段语文习作教学评价的组织与方法。拟构了由统筹调控机构和操作执行机构组成的教学评价委员会组织系统。在此组织调控下,各机构成员依据不同的标准和方法,做好搜集信息、处理信息等工作。最终,将评价结果以合理的方式反馈给被评价者,从而不断改进,提高习作教学效率、提升学生的习作素养。第六部分,小学高段语文习作教学评价的内容结构和保障机制。以西师大版小学语文教材中的习作练习为例,分析高段习作教学内容。各选取小学五、六年级一堂语文习作教学课,运用教师自评标准表,进行教师习作教学自评。并提出高段习作教学评价实施的保障机制。总之,本研究探讨了高段习作教学评价的理论基础,并一定程度上折射出其价值诉求,建构了小学高段语文习作教学评价的内涵,明确了各评价主体及其职能,并建构了适宜不同主体的评价标准和统筹调控、操作执行机构,继而给出搜集评价信息、处理评价信息、反馈评价结果的方法。并以实际的高段习作课堂教学为例,尝试运用拟建构的评价标准进行教师自评。最终,提出了观念、组织、实践、技术四个层面可供参考的评价实施保障机制。力图提高学校教学实践中对习作教学和习作教学评价的重视,多途径、多渠道地提高教师习作教学质量、提高学生的语文习作素养。
[Abstract]:Teaching evaluation is the starting point of teaching activities, and teaching activities of the end point, teaching development and education services to people. The composition of primary school language teaching is the key and difficult point in Chinese teaching, the establishment of new Chinese curriculum standard teaching goal, summarized as follows: to improve the writing quality; learn to pay attention to accumulation of material; expression of diversification; combine; focus on the process and results. The high grade primary school writing teaching in the target, content and form are relatively low, in the stage have higher requirements. A monographic study on high teaching evaluation in primary school, primary school is a booster high teaching goal realization, is an important way to clear primary school high some Chinese teachers how to teach students to write a composition. And the current status of teaching, evaluation of primary school teaching assignments for incidental research. Based on this, this study focuses on the following key problems: (1) why. For a Chinese teaching evaluation? (2) what is the evaluation of Chinese writing teaching in high section? (3) who? (4) what? (5) what comment? In order to answer these questions, this paper uses the methods of literature analysis, survey method, logical deduction method, carried out the following studies part. The first part, the theoretical basis and value of Chinese teaching evaluation of high grades in primary school. This study will be limited in the evaluation stage of high grade primary school, teacher evaluation object, content for the teaching activities. On the basis of the theory of cognitive development, the theory of teacher professional development evaluation, the theory of multiple intelligence, to tease out the Chinese writing teaching in high a primary school is reflected in the evaluation function, process, value subject and style. The second part, the construction of connotation of the Chinese writing teaching evaluation of high grades in primary school. Firstly, the middle primary school, and high language teaching, writing, writing and writing teaching, teaching Analysis of evaluation and teaching evaluation concept. Then value evaluation of Chinese writing teaching in high section based on the concept of constructing the evaluation of Chinese teaching, high section, is the evaluation of teachers' teaching activities how to teach students. Secondly, the high teaching evaluation system of the factor analysis and try to construct the evaluation of Chinese model the teaching time. The third part, clear language teaching evaluation of high primary school and the subject function. High grade primary school teaching evaluation consists of internal and external evaluation subject, which includes internal school administrators, teachers and students; the external subject mainly by the administration of education, outside experts, parents and the community. And the evaluation of the main processing interactive relationship in the collaborative environment, in order to ensure the evaluation of the main functions of the play. In the fourth part, high grade of primary school language writing The construction of the standard of teaching evaluation. Based on the new curriculum standard evaluation idea, curriculum goal and a teaching goal, the characteristics and needs of high teaching evaluation subjects, and writing teaching rules and development, under certain principles, provides for school administrators, teachers' self evaluation and he students, parents, evaluation, evaluation of the main evaluation of different reference standards of community members. In the fifth part, the organization and the methods of Chinese teaching evaluation of high primary school. To reconstruct from the overall regulation mechanism and operation of executive body composed of teaching evaluation system. The Organization Committee Organization of price regulation, each member institutions according to different standards and good method, information gathering, information processing and so on. Finally, the evaluation results in a reasonable way to feedback evaluation, so as to continuously improve, improve teaching efficiency, improve students' writing Literacy. In the sixth part, the content structure and the safeguard mechanism of Chinese writing teaching in primary school. The west section of the evaluation of High Normal University Edition Chinese textbooks for primary school in practice as an example, analysis of high content. The selection of writing teaching in primary school five, the sixth grade in a Chinese writing teaching, teachers use self rating scales, teachers' teaching assignments self evaluation. And put forward the safeguard mechanism of implementation evaluation of writing teaching in high section. In short, discusses the theoretical basis for evaluation of teaching time in this study, and to a certain extent, reflects the value demands, constructs the connotation of the Chinese teaching evaluation of high grades in primary school, the evaluation main body and its functions, and construct suitable different subjects of evaluation standard and overall control, operation execution mechanism, then gives the evaluation information gathering, processing evaluation information, feedback of evaluation results. And based on the actual height of writing classroom teaching as an example Try, teachers' self evaluation is used to construct evaluation criteria. Finally, put forward the concept, organization, practice and evaluation of four aspects of reference implementation guarantee mechanism. Trying to improve the teaching practice of writing teaching and writing teaching evaluation value, multi-channel, multi-channel to improve the teaching quality. To improve students' Chinese writing literacy.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

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