活动理论视角下教材评价标准构建研究

发布时间：2018-02-28 08:28

本文关键词： 活动理论教师主体教材评价标准构建　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：在教材评价研究与实践中,教师主体性缺失问题尤为突出,教师作为评价主体的专业能力和意愿都未得到有效确立,这从当前教材评价"静态为主、去情境化、无主体"的问题中得以窥见。问题背后反映了深刻的实体研究思维,以及实体思维指导下的"元素分析法"。20世纪以来,人类思维(包括教育学思维)正发生深刻变革,从追问世界和事物的"本源"或"始基"的"传统实体思维"转变为强调"主体"及其实践在"关系"中的主导地位的"实践思维"。反思并自觉融入这一思维范式变革,对把握当前教材评价研究特点与走向来说,是一项基础性工作。本研究以小学数学教材作为具体实例,从活动理论视角分析教材评价的内涵意蕴,探索教师评价教材的实践活动型态,从情境活动中提取、构建教师立场的教材评价标准。在确定了活动理论的分析视角之后,第四章以领军人物、研究中心、重要期刊为主线索,系统梳理了活动理论的历史脉络特征、方法论转向、以及来自不同领域的批判反思,进一步揭示活动的意蕴、以及活动赋予教材评价的独特内涵,这构成了论文研究的理论基础。从活动系统模型来看,标准问题实质上是活动工具问题。教师通过"工具"接近目标和对象,达成活动结果。本研究从单位分析法出发,以列昂节夫的活动层级水平模型为基础,根据教材对象特性分别设计动作水平活动和操作水平活动。教材整体评价作为活动的典型动作,从整体上揭示教材评价标准的基本内容。分项评价作为动作执行过程中的一系列具体操作,进一步呈现条件限制下个人观点与社会语言的调和状况,利用个人声音来充实教材评价标准内涵。在理解、分析、提取教师立场的评价标准时,本研究采用Garvin的8维度质量标准作为评价话语意义编码的参照框架。参照框架是本研究的重要基础,它从根本上决定了研究品质。论文第五章以课程标准分析、教材评价典型案例分析、参照框架内涵分析等方式充分论证了参照框架对本土文化的适宜性、以及该框架与研究实践的一致性。确使本研究基于一个更为广泛、更具包容性的整体框架,将文本与应用整合、内容与教学整合、对象与主体整合,从教学实践角度来揭示教师评价认知与实践。论文第六章呈现了动作水平的整体评价活动分析过程和结论。整体评价活动以教材(章)节为分析单位,以教材评价日志为研究工具,上海市、重庆市、广州市、中山市四个地区的68名小学数学教师参与其中,生成103份教材评价日志。研究表明:(1)"耐久性"标准在日常教材评价话语中缺失;(2)"绩效"标准在教师评价话语中占有主导地位;(3)在教材评价话语中,"特征"标准内涵最为丰富;(4)教材"符合度"是"可靠度"的前提保障;(5)师生对教材"服务性"有着强烈诉求;(6)"美感"标准能进一步强化或削弱教材质量特征;(7)"感受的品质"是师生对教材质量的整体感知。论文第七章呈现了操作水平的分项评价活动分析过程和结论。操作水平的活动以教材的典型要素为分析单位,以问卷和访谈为研究工具,上海地区的32名教师参与其中,生成教材分项评价话语。研究表明:(1)在"绩效"标准上,容量是一个重要调节变量;(2)在"特征"标准上,教师基于课程标准构建评价认知;(3)在"可靠度"标准上,教师对规范性诉求最突出;(4)在"符合度"标准上,教师特别强调例题与习题的匹配度;(5)在"服务性"标准上,便捷性和适用性得到普遍关注;(6)在分项评价话语中,"美感"标准得到进一步充实;(7)趣味性是教师最关注的"感受的品质";(8)"耐久性"标准在分项评价话语中突显。论文第八章整合这两类活动结果,呈现了教师自评教材活动的内部符号工具及其内涵,并且从主体活动机制、工具中介作用角度提出以下结论:教师自评教材有其独特的活动机制、评价标准的侧重反映了教师在互动关系上的倾向性、评价标准可以作为促进活动转型性发展的起点。此外,本章讨论了评价话语的四项重要"矛盾"议题:第一,教师对教材版面设计之"留白"界定,以及"留白"背后揭示教材商品价值与教学价值的冲突;第二,教师对教材内容和资源编排之"配套"诉求,从中凸显教师对教材知识确定性与不确定性之辩;第三,"教参"作为另一个标准在教材评价活动中展现的价值意蕴与使用限度;第四,在教材评价中,地区教育政策作为重要的"情境脉络"与主体活动之间的相互影响和相互制约。通过教材评价活动分析和标准构建研究,本章还提出促进主体与对象共建的发展建议,并从以下几方面提出研究反思与展望:理论代码应用澄清、参与者主体性反思、研究者身份反思、标准作为后续活动工具的可能性、进一步区分话语的活动角色、进一步突显矛盾的核心地位、从话语分析走向实践干预。
[Abstract]:Research and practice of the teaching evaluation problems, loss of teachers' subjectivity is particularly prominent, as the main body of the professional teachers' evaluation ability and willingness to have not been effectively established, which from the current textbook evaluation "static, decontextualization, no problem can be seen in the main". Behind the problem reflects the deep thinking and research entities. The entity thinking under the guidance of "element analysis".20 century, human thinking (including thinking education) is undergoing profound changes, from questioning the world and the things of "origin" or "primordial" and "traditional entity thinking" to emphasize the dominant position of practice in the subject "and" relationship "in the" practical thinking ". And this reflection consciousness into the paradigm change, to grasp the current characteristics and trends of research on textbook evaluation, is a basic work. In this study, primary school mathematics teaching material as an example, from the perspective of activity theory Analysis of connotation of teaching evaluation, teacher evaluation teaching practice exploration activities, extracted from the situation in the construction of teachers' teaching evaluation standard position. After determining the analysis from the perspective of activity theory, the fourth chapter to the leader, research center, key journals as the main clues, combing the history characteristics of activity theory the methodology, steering, and from different areas of critical reflection, further reveal the unique connotation and meaning of activities, activities with the textbook evaluation, which constitutes the theoretical basis of the thesis. From the activity system model, the problem is essentially standard tools. Activities of teachers through the "tools" and reached close to the target object the results of the activities. This study from the unit analysis method of the activity level of Leon s model as the foundation, according to the teaching object characteristics were designed level of motor activity And the operation level. Overall evaluation of teaching as a typical movement, reveal the basic content of textbook evaluation standard on the whole. The sub evaluation as a series of specific actions in the process, further showing personal and social status and language conditions, the use of personal voice to enrich teaching materials in understanding the connotation of evaluation standard. The position of the analysis, extraction, teacher evaluation criteria, this study uses the 8 dimension Garvin quality standards as a reference framework for evaluation of discourse meaning. Encoding frame of reference is an important foundation of this research, it determines the quality of research fundamentally. The fifth chapter on the curriculum standard textbook evaluation analysis, typical case analysis frame of reference meaning analysis methods fully demonstrated the suitability of reference frame of local culture, and the consistency of the framework and the research practice. Make sure that this study is based on the A broader, more inclusive of the overall framework, the text and the application integration, the integration of content and teaching, object and subject integration, to reveal the cognition and practice of teacher evaluation from the perspective of teaching practice. The sixth chapter presents the overall evaluation of action level analysis process and conclusion. The overall evaluation activities in the textbook (Chapter section) as the unit of analysis in the textbook evaluation log as research tools, Shanghai City, Chongqing City, Guangzhou City, 68 primary school mathematics teachers in four regions of Zhongshan city participated in the 103 generation of textbook evaluation. The study shows that the log (1) lack of "durability" standard in the daily teaching evaluation in the discourse; (2) the "performance standards" plays a leading role in teacher evaluation in discourse; (3) in the textbook evaluation in the discourse of "characteristics", the most abundant connotation of standard; (4) "textbook" accord "is the premise to guarantee the reliability of the"; (5) teachers and students on the textbook "service" has a strong Appeal; (6) the "aesthetic standard" to further strengthen or weaken the quality of textbook features; (7) "feeling quality" is the overall perception of the quality of teaching materials and students. The seventh chapter presents the partial evaluation activities operation level of the analysis process and conclusion. The level of operating activities in typical elements of textbooks as the unit of analysis by questionnaire and interview as research tools, 32 Teachers in Shanghai participated in the generation of textbooks. The study shows that partial evaluation of Discourse (1) in the "performance" standard, capacity is an important variable; (2) in the "features" standard, teachers construct evaluation cognition based on curriculum standards; (3) in "reliability" standard, the most prominent teachers of normative appeal; (4) in the "fit" standard, teachers to emphasize the matching degree of the examples and exercises; (5) in the "service" standard, convenience and applicability have been widely concerned; (6) in the breakdown evaluation of discourse, "beauty" The standard has been further enriched; (7) interest is most concerned about the teachers "feeling quality"; (8) the "durability" standard in the sub item evaluation words highlighted. In the eighth chapter, combining these two results, showing the teachers' self evaluation activities of the textbook internal symbol tool and its connotation, and from the main activity mechanism and put forward the following conclusions: tool mediating role of teacher self-evaluation teaching angle has its unique activity mechanism, focus evaluation criteria reflect the tendency of the teacher in the interactive relationship between the evaluation criteria can be used as starting point to promote the transformation of development activities. In addition, this chapter discusses four important issues in the evaluation of "contradiction" Discourse: first, teachers of textbook design and definition of the "blank", "blank" to reveal the conflict of commodity value and the value of teaching materials; second, to the teacher teaching content and resources arrangement of the "matching" demands, highlighting the teachers from The certainty of knowledge and uncertainty of textbook debate; third, "reference value" as a standard in the textbook evaluation activities in the show and use limit; fourth, in the textbook evaluation in regional education policy as an important "context" and the main activities between the mutual influence and restrict each other. Through the textbook evaluation analysis and Research on the construction of standards, this chapter also puts forward the suggestions to build and promote the development of subject and object, and puts forward the reflection and Prospect of the research from the following aspects: to clarify the application of the theory of the code, the participants of reflection, research the identity of reflection, as the possibility of follow-up activities standard tools, to further distinguish between discourse activities further highlights the role. The core contradiction, from discourse analysis to practice intervention.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G623.5

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