小学低年级数学形成性评价的实践研究

发布时间：2018-04-21 05:22

本文选题：形成性评价 + 小学数学　；参考：《上海师范大学》2017年硕士论文

【摘要】：在基础教育课程改革中,评价受到了前所未有的重视,随着时间的推移,大量新的评价观念涌现出来,如何在新的时代背景下发挥形成性评价最大的效用成为我们需要思考的一大课题。形成性评价强调过程性,关注学生学习的思维过程。本文在小学低年级取消书面测试、采用等级制评定这一新的时代背景下试图分析形成性评价的现状,结合上海的小学低年级数学教学内容,构建出形成性评价的基本的过程,从而试图为一线教师更好的实施评价活动来促进学生的数学学习提供一些帮助。本文的研究内容主要分为三个部分。首先,通过查阅文献资料对形成性评价有一个总体上的把握。主要根据形成性评价的发展历程、特点、核心要素、经验研究这四个方面对形成性评价进行梳理,从而把握形成性评价的本质。其次,在文献梳理的基础上以及在小学第一线的实践活动,通过采用课堂观察以及教师访谈的方式对形成性评价在小学中应用的现状进行了了解。根据调查结果发现,教师在实际的评价中没有体现过程性、没有有效的选择评价任务、对学生的错误反馈不具体、对学生参与评价不够重视。因此,本文结合上海市开展的低年级评价改革的这一实际,构建出在低年级取消书面考试,采用等第制以及评语相结合的评价方式这一新的时代背景下的形成性评价的基本过程。这一基本的过程主要由评价目标的厘定、评价任务的设计、评价规则的开发、评价的实施、反馈、评价结果的使用这几个环节组成。不仅如此,本文还结合二年级中位值图中的小圆片位置的移动,从上述描述的形成性评价的各个环节入手,展现出形成性评价的基本过程。最后,根据之前在第一线的实践教学中发现的问题以及结合自己的思考,总结出形成性评价的优点和在教学第一线实施形成性评价不足,正确的使用形成性评价可以提高学生的学业水平,在之前研究的基础上提出形成性评价的实施建议,从而为一线教师进行形成性评价提供帮助。
[Abstract]:In the course of basic education curriculum reform, evaluation has received unprecedented attention. With the passage of time, a large number of new evaluation concepts have emerged. How to exert the maximum utility of formative evaluation in the new era has become a major issue that we need to think about. Formative evaluation emphasizes process and pays attention to the thinking process of students' learning. In this paper, the paper cancels the written test in the lower grade of primary school, and tries to analyze the present situation of formative evaluation under the new background of grade system, and combines the content of mathematics teaching in Shanghai to construct the basic process of formative evaluation. Therefore, this paper tries to provide some help for teachers to better carry out evaluation activities to promote students' mathematics learning. The research content of this paper is divided into three parts. First of all, there is a general grasp of formative evaluation by consulting literature. According to the development course, characteristics, core elements and empirical research of formative evaluation, this paper combs the formative evaluation in order to grasp the essence of formative evaluation. Secondly, on the basis of literature review and the practical activities in the first line of primary school, the present situation of application of formative evaluation in primary school is understood by classroom observation and teacher interview. According to the results of the investigation, the teachers did not reflect the process in the actual evaluation, did not effectively select the evaluation task, did not give specific feedback to the students, and did not pay enough attention to the evaluation of students' participation. Therefore, based on the reality of the evaluation reform of the lower grade in Shanghai, this paper constructs the cancellation of the written examination in the lower grade. The basic process of formative evaluation under the new background is to adopt the evaluation method of equal system and evaluation. This basic process consists of the determination of evaluation objectives, the design of evaluation tasks, the development of evaluation rules, the implementation of evaluation, the feedback and the use of evaluation results. Not only that, this paper also combines the movement of the small wafer position in the second grade median value map, starting with each link of formative evaluation described above, showing the basic process of formative evaluation. Finally, according to the problems found in the first line of practical teaching and their own thinking, summed up the advantages of formative evaluation and the lack of formative evaluation in the first line of teaching. The correct use of formative evaluation can improve the students' academic level. On the basis of previous studies, the author puts forward some suggestions for the implementation of formative evaluation, thus providing help for the formative evaluation of first-line teachers.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】