小学数学学习中形成性评价的实践研究
发布时间：2018-10-13 11:27
【摘要】：基础教育课程改革提出了新评价观,除了关注学生的学习结果,更应注重学生数学思考、问题解决能力的评价,以及学生学习过程的评价,关注学生在数学活动中所表现出的情感态度,提倡评价主体多元化,评价内容全面化。上海市推行的“绿色指标评价”突破单一纸笔测验的评价模式,转向全面的综合评价。由此可见,全面、真实、深入地评价学生的学习过程和学习结果,发挥评价的“发展”功能将会是教育评价发展的趋势。形成性评价与传统的以结果为取向的评价模式不同,它重视对学生学习过程的评价,强调反馈学生的学习情况,从而促进学生的发展,符合当下的评价理念,值得提倡与实践。本文通过整理形成性评价的文献,阐述了形成性评价的内涵、理论基础、特点,并梳理了国内外形成性评价的主要研究成果及最新的发展动态,形成研究综述,为本研究指明方向。根据形成性评价的特征,结合学习评价的步骤,对形成性评价的实施步骤详细叙述。在理论研究的基础上,通过与小学数学教师的合作,开展形成性评价的实践研究。确定评价内容后,按照本文叙述的步骤开展评价。首先构建评价目标,然后选择评价方法开展评价,最后对评价得到的信息进行分析,将结果反馈给学生和老师,以促进未达成目标的达成。通过对实践过程的反思,笔者归纳总结了形成性评价的作用,即优势。同时针对形成性评价现存的实施中的问题,提出针对性的建议,为进一步开展小学数学学习形成性评价提供可操作性的指导意见及实践依据。本文共分为五个章节,第一章介绍了本文的研究缘起、研究意义、研究内容、研究方法和研究思路,并对国内外相关文献进行了综述;第二章对形成性评价进行了概述,包括形成性评价的内涵、理论基础和特点;第三章以学习评价的一般步骤为基础,结合形成性评价的特点,详细叙述了形成性评价的步骤;第四章按照形成性评价的步骤设计了3个评价案例,并在实习学校里开展实践,从评价目标的构建到最终的评价结果的分析反馈均一一展现,为一线教师提供形成性评价模板;第五章总结了实践研究中发现的形成性评价的优势,并根据形成性评价实施中发现的不足之处提出了在一些建议。
[Abstract]:The basic education curriculum reform has put forward a new evaluation view. Besides paying attention to the students' learning results, they should pay more attention to the students' mathematical thinking, the evaluation of their problem-solving ability, and the evaluation of the students' learning process. Pay attention to the students' emotional attitude in mathematics activities, advocate the diversification of the evaluation subject and the comprehensive evaluation content. "Green Index Evaluation" implemented in Shanghai breaks through the evaluation mode of single pen and paper test and turns to comprehensive evaluation. Thus, it can be seen that comprehensive, true and in-depth evaluation of students' learning process and learning results, and giving full play to the "development" function of evaluation will be the development trend of educational evaluation. Formative evaluation is different from the traditional result-oriented evaluation model. It attaches importance to the evaluation of students' learning process, emphasizes feedback of students' learning situation, thus promotes students' development, accords with the present evaluation idea, and is worth advocating and practicing. In this paper, the connotation, theoretical basis and characteristics of formative evaluation are expounded by sorting out the literature on formative evaluation, and the main research results and latest development trends of formative evaluation are summarized. To point out the direction of this study. According to the characteristics of formative evaluation and the steps of learning evaluation, the implementation steps of formative evaluation are described in detail. On the basis of theoretical research, the practical research of formative evaluation is carried out through cooperation with primary school mathematics teachers. After determining the evaluation content, carry out the evaluation according to the steps described in this paper. First, the evaluation goal is constructed, then the evaluation method is selected to carry out the evaluation. Finally, the information obtained from the evaluation is analyzed, and the results are fed back to the students and teachers to promote the achievement of the unachieved goal. Through reflection on the practice process, the author sums up the function of formative evaluation, that is, advantage. At the same time, in view of the existing problems in the implementation of formative evaluation, some suggestions are put forward to provide operational guidance and practical basis for further developing formative evaluation of primary school mathematics learning. This paper is divided into five chapters, the first chapter introduces the origin, significance, research content, research methods and research ideas, and summarizes the relevant literature at home and abroad; the second chapter summarizes the formative evaluation. The third chapter is based on the general steps of learning evaluation, combined with the characteristics of formative evaluation, and describes the steps of formative evaluation in detail. The fourth chapter designs three evaluation cases according to the formative evaluation steps and carries out the practice in the practice school. The analysis feedback from the evaluation goal construction to the final evaluation result is shown one by one to provide formative evaluation template for the front-line teachers. The fifth chapter summarizes the advantages of formative evaluation found in practical research and puts forward some suggestions according to the shortcomings found in formative evaluation.
【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
本文编号：2268446
[Abstract]:The basic education curriculum reform has put forward a new evaluation view. Besides paying attention to the students' learning results, they should pay more attention to the students' mathematical thinking, the evaluation of their problem-solving ability, and the evaluation of the students' learning process. Pay attention to the students' emotional attitude in mathematics activities, advocate the diversification of the evaluation subject and the comprehensive evaluation content. "Green Index Evaluation" implemented in Shanghai breaks through the evaluation mode of single pen and paper test and turns to comprehensive evaluation. Thus, it can be seen that comprehensive, true and in-depth evaluation of students' learning process and learning results, and giving full play to the "development" function of evaluation will be the development trend of educational evaluation. Formative evaluation is different from the traditional result-oriented evaluation model. It attaches importance to the evaluation of students' learning process, emphasizes feedback of students' learning situation, thus promotes students' development, accords with the present evaluation idea, and is worth advocating and practicing. In this paper, the connotation, theoretical basis and characteristics of formative evaluation are expounded by sorting out the literature on formative evaluation, and the main research results and latest development trends of formative evaluation are summarized. To point out the direction of this study. According to the characteristics of formative evaluation and the steps of learning evaluation, the implementation steps of formative evaluation are described in detail. On the basis of theoretical research, the practical research of formative evaluation is carried out through cooperation with primary school mathematics teachers. After determining the evaluation content, carry out the evaluation according to the steps described in this paper. First, the evaluation goal is constructed, then the evaluation method is selected to carry out the evaluation. Finally, the information obtained from the evaluation is analyzed, and the results are fed back to the students and teachers to promote the achievement of the unachieved goal. Through reflection on the practice process, the author sums up the function of formative evaluation, that is, advantage. At the same time, in view of the existing problems in the implementation of formative evaluation, some suggestions are put forward to provide operational guidance and practical basis for further developing formative evaluation of primary school mathematics learning. This paper is divided into five chapters, the first chapter introduces the origin, significance, research content, research methods and research ideas, and summarizes the relevant literature at home and abroad; the second chapter summarizes the formative evaluation. The third chapter is based on the general steps of learning evaluation, combined with the characteristics of formative evaluation, and describes the steps of formative evaluation in detail. The fourth chapter designs three evaluation cases according to the formative evaluation steps and carries out the practice in the practice school. The analysis feedback from the evaluation goal construction to the final evaluation result is shown one by one to provide formative evaluation template for the front-line teachers. The fifth chapter summarizes the advantages of formative evaluation found in practical research and puts forward some suggestions according to the shortcomings found in formative evaluation.
【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
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