法国小学生核心素养督导评估指标的可借鉴性研究

发布时间：2019-06-03 03:24

【摘要】：核心素养是每个学生应具备的、能够适应终身发展和社会发展需要的必备品格和关键能力,近年来世界各国也开始陆续的开展学生核心素养的构建和更新。2011年法国颁布学生核心素养标准,详细介绍了各项细节评估指标以及教师如何去利用和评估。从理论意义上说,对法国小学生核心素养评估指标的可借鉴性进行研究,可以充实国际层面小学生核心素养评估标准的内涵,为完善我国小学生核心素养评估提供借鉴;从实践意义上说,目前我国学生核心素养评估存在问题亟待解决,例如现有评估标准将知识和能力分离,小学生核心素养评估标准尚不成熟,评估指标设计遇瓶颈:缺少测评点等等。因此本研究的研究问题主要集中于三个方面:第一,法国小学生核心素养督导评估指标有哪些核心维度和指标。第二,我国教育人员对法国小学生核心素养督导评估指标的认可度如何。第三,法国小学生核心素养督导评估指标对构建我国构建学生核心素养督导评估指标体系有何借鉴意义。研究方法分为收集资料的方法和分析资料的方法。收集资料的方法包括:文献检索法,访谈调查法,问卷调查法。首先从法国教育部网站上检索到法国小学生核心素养评估标准,翻译整理成为指标,形成访谈提纲和问卷。对15个一线教育工作者进行访谈,然后将访谈录音整理成文字,进行编码和统计分析。问卷方面,通过辽宁教育行政学院鲁良主任和闫铁莹老师提供的网络平台,将问卷发放到辽宁省的14个地区,发放对象包括校长、教研员、教师、教育管理人员、专家、政府督学、教辅人员、干训教师和其他。本研究共发放问卷7000份,回收问卷6300份,共剔除无效问卷652份,获得有效问卷5648份,有效率89.6%。问卷回收后,运用Excel和SPSS19软件进行统计和量化分析,采用信度分析、因素分析和差异分析。分析资料的方法主要采用:资料归类,概括总结,比较研究法,统计分析法对收集到的文献资料进行归类、比较和综述。通过文献研究和量化研究的结果,本文最终得出11条启示:我国指标的可测性亟待提高,不能忽视语文、数学和外语学科的重要性,重视信息素养标准的构建,注重创新和批判性思维的培养,“身心健康素养”重“心”也要重“身”,评估指标应该具有连贯性和阶段性,核心素养与学科相结合,学科素养与教育督导相结合,结合国际和国情制定核心素养督导评估指标,指标制定要逻辑严密符合规范,建立良好的家校关系
[Abstract]:Core literacy is the necessary character and key ability that every student should possess and be able to meet the needs of lifelong development and social development. In recent years, countries all over the world have also begun to carry out the construction and updating of students' core literacy one after another. In 2011, France promulgated the standard of student core literacy, which introduced in detail the detailed evaluation indicators and how teachers use and evaluate it. In a theoretical sense, the study of the reference of the evaluation index of the core literacy of French primary school students can enrich the connotation of the evaluation standard of the core literacy of primary school students at the international level, and provide reference for the improvement of the evaluation of the core literacy of primary school students in our country. In a practical sense, there are some problems to be solved in the evaluation of students' core literacy in our country at present. For example, the existing evaluation standards separate knowledge and ability, and the evaluation standards of primary school students' core literacy are not yet mature. Evaluation index design encountered bottlenecks: lack of evaluation points and so on. Therefore, the research problems of this study mainly focus on three aspects: first, what are the core dimensions and indicators of French primary school students' core literacy supervision and evaluation indicators. Second, what is the degree of acceptance of French primary school students' core literacy supervision and evaluation index by educators in our country. Third, what is the reference significance of French primary school students' core literacy supervision and evaluation index to the construction of students' core literacy supervision and evaluation index system in China. The research methods are divided into the methods of collecting data and the methods of analyzing data. The methods of collecting data include: literature retrieval method, interview survey method, questionnaire survey method. First of all, the core literacy evaluation criteria of French primary school students are searched from the website of the French Ministry of Education, and the translation and collation become indicators to form an interview outline and questionnaire. Fifteen front-line educators were interviewed, and then the interviews were recorded into text, coding and statistical analysis. As far as the questionnaire is concerned, through the network platform provided by Lu Liang, director of Liaoning Institute of Education Administration and Yan Tieying, the questionnaire was distributed to 14 regions of Liaoning Province, including principals, teaching and research staff, teachers, education managers and experts. Government inspectors, teaching assistants, dry training teachers and others. In this study, 7000 questionnaires were sent out, 6300 questionnaires were recovered, 652 invalid questionnaires were eliminated, and 5648 valid questionnaires were obtained, the effective rate was 89.6%. After the questionnaire was collected, Excel and SPSS19 software were used for statistical and quantitative analysis, reliability analysis, factor analysis and difference analysis. The main methods of analyzing data are as follows: data classification, summary, comparative research, statistical analysis to classify, compare and summarize the collected literature. Through the results of literature research and quantitative research, this paper finally draws 11 enlightenments: the testability of indicators in China needs to be improved urgently, the importance of Chinese, mathematics and foreign language disciplines can not be ignored, and the construction of information literacy standards should be attached importance to. Pay attention to the cultivation of innovation and critical thinking, "physical and mental health literacy" should also pay attention to "body and mind", the evaluation index should be consistent and phased, the core literacy should be combined with discipline, and the subject literacy should be combined with educational supervision. According to the international and national conditions, the core literacy supervision and evaluation index should be formulated. The logic of the index formulation should be strictly in line with the norms, and a good home-school relationship should be established.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G622.0

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