小学生写字素养评价研究

发布时间：2018-03-11 17:25

本文选题：写字　切入点：写字素养　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：汉字作为记录汉语的文字符号,是中华民族悠久历史的象征。写好汉字不仅是学生日常学习和生活必备的技能,也是培养个性气质的一种方法,同时这也是对传统文化的一种传承。笔者在文献研究及自身实践的基础上对现今小学生写字素养评价的状况进行了调查并就调查结果做了相关分析,归纳总结了教师在进行小学生写字素养进行评价时存在的问题和困难。笔者在对写字素养内涵进行分析的基础上,确定了写字素养的结构要素,并参考相关研究成果,遵循小学生的身心特点,制定了小学生写字素养评价的指标体系。笔者在梳理已有相关文献的过程中发现大多数研究者仅仅把“写字”当作一项技能,对学生写字素养的评价也囿于“正确、规范地写好汉字”,这忽略了写字素养的发展价值。从汉字背后不可忽略的文化意义出发,笔者探究了写字素养与写字能力的区别并尝试着提出了写字素养的结构要素——“写字知识”“写字能力与方法”“写字兴趣与态度”“写字习惯与意志”与“文化意识”。评价指标体系的确定是评价小学生写字素养的重要一环,它不仅可以评量学生写字素养的当前状况,其评量结果亦可作为教师调整自己写字教学的参考。笔者根据小学生身心发展的阶段特点,参考布鲁姆的教育目标分类学并秉承着评价指标应具体可操作的原则,分学段制定了小学生写字素养的评价指标体系。写字素养作为语文素养的一部分,也具有“工具性”和“人文性”统一的特点。写字能力作为外显的、更易评量的要素适合采用诊断性评价的方式,但具有内隐性质的写字兴趣、态度以及在潜移默化中形成的文化意识因不易被评量,在描述指标时也无法穷尽其表现,更适合采用形成性评价的方式。笔者在文章的最后一部分从“评价主体多元合作”、“评价指标灵活使用”、“评价方式推陈出新”三个角度出发提出了评价写字素养的相关策略,希望对写字素养评价的理论有所充实,对教师的写字教学实践有所指导。
[Abstract]:Chinese characters, as symbols for recording Chinese, are symbols of the long history of the Chinese nation. Writing Chinese characters well is not only a necessary skill for students' daily study and life, but also a way to cultivate personality and temperament. At the same time, this is also a heritage of traditional culture. Based on the literature research and its own practice, the author makes an investigation on the status of writing literacy evaluation of primary school students and makes a related analysis on the results of the investigation. Based on the analysis of the connotation of writing literacy, the author determines the structural elements of writing literacy, and refers to the relevant research results. In accordance with the characteristics of pupils' body and mind, the author established an index system for the evaluation of pupils' writing accomplishment. In the course of combing the relevant literature, the author found that most researchers only regarded "writing" as a skill. The evaluation of students' writing literacy is limited to "correct and normative writing of Chinese characters", which neglects the development value of writing literacy. The author probes into the difference between writing literacy and writing ability and tries to put forward the structural elements of writing literacy-"writing knowledge", "writing ability and method," "writing interest and attitude," "writing habit and will" and "cultural consciousness". The determination of evaluation index system is an important part of the evaluation of pupils' writing literacy. It can not only evaluate the current situation of students' writing accomplishment, but also serve as a reference for teachers to adjust their writing teaching. Referring to Bloom's taxonomy of educational objectives and adhering to the principle that the evaluation index should be specific and operable, the evaluation index system of the pupils' writing literacy is established in different sections. Writing literacy is a part of the Chinese literacy. It also has the characteristics of "instrumentality" and "humanism". The ability to write as an explicit, more evaluative element is suitable for diagnostic evaluation, but it has an implicit interest in writing. Attitudes, as well as the cultural awareness developed in the process of imperceptibility, are not easily evaluated, nor can they be used up in describing indicators. In the last part of the article, the author puts forward the relevant strategies of evaluating writing literacy from three angles: "multiple cooperation of evaluation subject", "flexible use of evaluation index", "evaluation method to bring forth the old and new". The author hopes to enrich the theory of writing literacy evaluation and guide teachers' writing teaching practice.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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