基于在线小学语文阅读能力评价的实证研究

发布时间：2018-04-24 11:05

本文选题：在线阅读评价 + 题目分析　；参考：《华中师范大学》2017年硕士论文

【摘要】：教育与信息技术日趋深度融合,特别是近十年无论是国家政策文件还是新课程标准,抑或教育研究者和一线教师都十分重视并渴望通过教育与信息技术相结合来改变长期以来教学中存在的种种问题。聚焦基础教育阶段语文学科,作为该学科重中之重的阅读能力评价及阅读教学虽问题重重,却一直苦于没有破解之法。为破解长久以来小学语文阅读教学中存在的现实问题,提升语文阅读教学的效率和质量,促进学生阅读能力的提高,本文详尽梳理了国内外在线阅读测评现状、趋势,深入辨析了信息技术与语文阅读教学的关系,并运用本团队开发的“小学语文阅读能力评价系统”在实验学校“武汉市某小学”进行为期两年的追踪实验,开展基于在线阅读能力评价对学生的阅读能力评价与提升、阅读行为评价与分析以及辅助教师阅读教学的跟踪实验研究及有效性分析。本文首先是从教育评价概念及理论出发,阐述了 “新课标”所要求的教育评价的分类体系及功能;借鉴国外阅读能力要素的相关理论夯实了“在线小学语文阅读能力评价系统”的理论基础,形成了包含六个面向十八个子能力的阅读能力指标体系;结合国内外关于在线学习行为及阅读测评行为理论搭建了阅读行为指标体系。接着,本文进行了预备测试及题目分析,预备测试的目的是为确保测试题目的难度、效度及区分度,从而为后续开展科学研究提供保障。然后,本文依据“新课标”所要求的定量与定性评价及终结性与形成性评价互补的教育评价方法,通过两次实验,运用数据统计方法对武汉市某小学两个班级的阅读能力进行了横向比较分析,运用LSA序列行为分析方法对班级A、B、C、D四类学生的阅读行为进行了深入分析,并将分析结果及时向实验班级教师反馈,为教师阅读教学提供更加客观、科学的学情,从而辅助教师的后续阅读教学。最后,本文通过对其中一个班级进行了跟踪测试分析、调查问卷与访谈相结合的方式进行在线阅读能力评价有效性分析,用量化的方式衡量在线小学语文阅读能力评价进行效能分析,用质性的方式调查一线教师与学生对“在线阅读能力评价系统”及其对阅读教学辅助的实际看法。基于此,本文得出以下两个主要结论:第一,在线阅读能力评价系统能够科学评价并提升被测试者的阅读能力水平;第二,在线阅读能力评价系统能够有效辅助并提升教师阅读教学的质量。当然,我们也应看到任何事物都是不断运动发展的过程,在线小学语文阅读能力评价系统在“生生互动”、“批注文本”等方面还可以更加完善,其广泛应用于一线阅读教学值得期待。同时,在教育与信息技术日趋深度融合的背景下,以在线阅读能力评价为契机,进一步促进语文学科其他方面与信息技术的深度融合也值得不断探讨。
[Abstract]:Education and information technology are becoming more and more integrated, especially in the last decade, whether they are national policy documents or new curriculum standards, Or educational researchers and first-line teachers attach great importance to and desire to change the problems existing in teaching through the combination of education and information technology. Focusing on the subject of Chinese in the basic education stage, as the most important part of the subject, the evaluation of reading ability and the teaching of reading are full of problems, but they have not been solved all the time. In order to solve the existing practical problems in Chinese reading teaching in primary school for a long time, to improve the efficiency and quality of Chinese reading teaching, and to promote the improvement of students' reading ability, this paper makes a detailed analysis of the current situation and trends of online reading evaluation at home and abroad. This paper deeply analyzes the relationship between information technology and Chinese reading teaching, and carries out a two-year follow-up experiment in the experimental school "Wuhan City Primary School" by using the "Primary School Chinese Reading ability Evaluation system" developed by the team. The evaluation and improvement of students' reading ability, the evaluation and analysis of reading behavior based on online reading ability evaluation, and the experimental research and effectiveness analysis of auxiliary teachers' reading teaching are carried out. First of all, starting from the concept and theory of educational evaluation, this paper expounds the classification system and function of educational evaluation required by "New Curriculum Standard". Drawing lessons from the relevant theories of foreign reading ability elements, the theoretical basis of the online primary school Chinese reading ability evaluation system is reinforced, and the reading ability index system which includes six reading abilities oriented to 18 sub-abilities is formed. Combined with the theory of online learning behavior and reading evaluation behavior at home and abroad, the index system of reading behavior is set up. Then, this paper carries on the preparation test and the question analysis, the purpose of the preparatory test is to ensure the difficulty, validity and distinction of the test topic, thus providing the guarantee for the scientific research. Then, according to the quantitative and qualitative evaluation and the complementary educational evaluation method of summative and formative evaluation, this paper passes two experiments. The reading ability of two classes in a primary school in Wuhan is analyzed by using the method of data statistics, and the reading behavior of four classes of students is analyzed by using LSA sequence behavior analysis method. The results of the analysis can be fed back to the teachers of the experimental class in time to provide teachers with more objective and scientific learning conditions in reading teaching, so as to assist the teachers in the subsequent reading teaching. Finally, this paper carries on the on-line reading ability evaluation validity analysis through the tracking test analysis to one of the classes, the questionnaire and the interview method. The evaluation of Chinese reading ability in primary school online is analyzed by quantitative method, and the teachers and students' views on online reading ability evaluation system and its auxiliary reading teaching are investigated qualitatively. Based on this, this paper draws the following two main conclusions: first, the online reading ability evaluation system can scientifically evaluate and improve the reading ability of the subjects; second, Online reading ability evaluation system can effectively assist and improve the quality of teachers' reading teaching. Of course, we should also see that everything is a process of continuous movement and development. The online primary school Chinese reading ability evaluation system can be more perfect in the aspects of "student interaction", "annotated text" and so on. Its wide application in first-line reading teaching is worth looking forward to. At the same time, under the background of the deepening integration of education and information technology, it is worth exploring how to further promote the deep integration of other aspects of Chinese subject and information technology with the opportunity of online reading ability evaluation.
【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】：G623.23

【参考文献】