理解与超越：情境适应性教学评价研究

发布时间：2018-05-23 20:49

本文选题：教学评价 + 情境适应性评价　；参考：《西南大学》2011年博士论文

【摘要】：改革开放以来,我国教学评价研究从介绍国外教育评价理论到力图与我国教学自身实践相结合,逐步形成和建立了我国教学评价理论和实践体系,取得了诸多成就和明显的进步。然而,在看到它积极一面的同时,我们也发现目前的教学评价体系仍然游离于教学情境之外,表现出与教学情境诸多不相适应的问题,致使教学评价难以反映教师教学和学生学习的真实状况。因此,如何建构适应现代教学情境的教学评价体系,克服评价游离于教学之外而出现诸多“不适应”弊端,是近年来教学评价改革的中心议题。着眼于我国教育教学能力的提升,在深入研究的基础上探索出适应不同教学情境的评价体系,对于改进我国教学评价工作,进一步深化基础教育改革和全面推进素质教育,无疑具有重要的现实意义。本研究在充分吸收了国内外教学评价相关研究成果基础上,以人与人相互理解,超越传统评价中“与人无涉”的工具理性为主旨；以尊重人、满足人、成就人的发展为目标；采用文献分析、案例研究、特尔菲法、层次分析法等方法,紧紧围绕“情境适应性教学评价”这一主题展开以下研究：第一,解读情境适应性教学评价内涵。首先介绍了教学评价的蕴含以及教学评价的渊源与发展。在此基础上,重点解释“什么是情境适应性教学评价”,它是指以不同的教学情境为参照,通过适当的评价方式捕捉教学过程中变动的因素,把握不同情境中主体的某些特定行为,并对其做出合理地价值判断,以满足不同情境中主体的不同需要。在明确情境适应性教学评价内涵的基础上,又分析了它的多维表征和评价要素。第二,透视教学评价实践现状。为了解教学评价实践现状,本研究设计了调查问卷和访谈提纲,调查教师和学生的教学评价态度和认识,了解他们实施教学评价的情况等。经过调查发现,教学评价经历了这些年改革,取得成绩的同时,还存在诸多“不适应”问题。比如,评价方案设计不符合主体需求、评价方法选取不适合教学条件、评价实施不适应教学发展等。通过深度分析,这些“不适应”问题受诸多因素影响。当务之急,建构适应现代教学情境的评价体系是解决教学评价现存问题的必然选择。第三,明确情境适应性教学评价价值立场。情境适应性教学评价是一种基于人与人相互理解,超越“与人无涉”工具理性的评价观。它以“第四代”教育评价理论、增值性评价理论、CIPP评价模式、情境认知理论和社会生态学思想作为理论依据。它主张评价应该从情境无关走向情境关联、从价值中立走向价值负载、从管理控制走向理解适应、从限定孤立走向和谐共生。它的核心理念体现在：以评促成长、以评促民主、以评促理解和以评促真实的理念。第四,设计情境适应性教师教学评价指标体系。此指标体系设计以教学评价新理念为引领,强调指标的适应性、生成性和开放性,为教师教学提供可能而非限制。设计时指标选取遵循SMZRT原则,标准设置讲究“布白”、“范围”划分和“度”的原则；然后,根据教学情境发展的不同阶段：运作前期、运作中期和运作后期,采用分析法、特尔斐法等方法,选取最能符合不同情境中教师需要的指标项目,确立了预期评价指标、过程评价指标和成果评价指标；接着,采用层次分析法为每项指标进行赋权；最后,本研究将繁多的评价方法根据情境需要进行归类：预期评价方法、运行评价方法、成果评价方法和全息评价方法,为末级指标提供了较为适用的评价方法。最终形成了完整的情境适应性教师教学评价体系框架,使用案例分析对其进行修改和完善。此框架只是为教师教学评价实施提供蓝图和专业支持,在具体实施中,根据情境变化和主体需求,评价主体基于理解和互信,通过协商对话的形式,对其做相应调整。第五,构建情境适应性学生学习评价体系。此体系依据霍恩斯坦的全新教育目标分类和新修订的布鲁姆认知目标分类,对学生的学习进行分类：认知领域、情感领域、技能领域和行为领域学习情境。针对这四个领域的各自特点,评价主体通过民主协商的形式,共同建构适应不同学习领域的评价体系框架。此体系主张学生是一个完整的学习者在一个完整的领域中进行完整的学习；外在信息或内容输入给学生,经过学习体验之后,学生成为能适应文化和环境的、有知识和能力的人；学习体验过程中,根据学生学习的侧重点：认知、情感或动作技能,进行适应性评价。(1)认知领域适应性评价,客观测试适合事实性知识的评价；反应测试符合概念性知识的评价；行为测试用于程序性知识的评价；策略测试适合元认知知识评价；(2)情感领域适应性评价,使用陈述方式了解学生的情感状态；采用行为观察了解学生的情感反应；利用利克特量表分析各种不同的情感目标等；(3)技能领域适应性评价,依据动作技能本质特点,协商设计情境适应性评价标准。(4)行为领域适应性评价,它不能脱离其他三个领域,而是涉及到各领域的行为评价。主要采用限制性和扩展性的行为评价方式开展情境适应性评价,促进学生的深层次学习。第六,建立情境适应性教学评价运行“机制丛”。为了情境适应性教学评价顺利开展,需要建立相应的机制为其运行提供动力。而机制要发挥特定的功能和作用,往往需要建立多个机制共同起作用,这便形成了“机制丛”。在情境适应性教学评价中,评价信息加工机制、评价信息反馈机制、元评价机制和保障机制共同构成既具有独立意义又相互作用的“机制丛”。(1)评价信息加工机制由组织系统、存储系统和交流系统三个子系统共同组成。(2)评价信息反馈机制主要以“前置——即时——延时”方式建构而成：(3)元评价机制主要设计合理的元评价标准,确立规范的元评价程序,对情境适应性教学评价工作本身进行再评价。(4)保障机制主要由权限保障、能力保障、环境保障和条件保障共同组合而成。总之,这四种机制在情境适应性教学评价执行中相互磨合、交织、最终兼容,成为达成教学评价运行中某种平衡的力量,为情境适应性教学评价实施提供动力支持。
[Abstract]:Since the reform and opening up, the study of teaching evaluation in China has been introduced from the introduction of foreign education evaluation theory to the combination of teaching practice in our country, and gradually formed and established the theory and practice system of teaching evaluation in China, and has made many achievements and obvious progress. However, while seeing the positive side of it, we also find the present teaching. The evaluation system is still free from the teaching situation, showing many problems that are not compatible with the teaching situation, which makes teaching evaluation difficult to reflect the real situation of teachers' teaching and students' learning. Therefore, how to construct the teaching evaluation system to adapt to the modern teaching situation and overcome the "unadaptation" outside the teaching. The abuse is the central issue in the reform of teaching evaluation in recent years. In view of the improvement of education and teaching ability in China, the evaluation system adapted to different teaching situations is explored on the basis of in-depth study. It is undoubtedly of great importance to improve the teaching evaluation, deepen the reform of basic education and promote quality education in an all-round way. On the basis of fully absorbing the relevant research results of teaching evaluation both at home and abroad, this study is based on the mutual understanding between people and people, transcending the instrumental reason of "not involving people" in the traditional evaluation, and taking respect for, satisfying, and accomplishments as the goal, and adopting the methods of literature analysis, case study, Delphi law and analytic hierarchy process, etc. Focus on the theme of situational adaptive teaching evaluation:
First, it explains the connotation of situational adaptability teaching evaluation. Firstly, it introduces the implication of teaching evaluation and the origin and development of teaching evaluation. On this basis, it focuses on "what is the evaluation of situational adaptability teaching". It refers to the factors that change in the teaching process by the appropriate evaluation methods, with the reference of different teaching situations. Grasp the specific behavior of the subject in different situations and make reasonable value judgment to meet the different needs of the subject in different situations. On the basis of defining the connotation of the evaluation of situational adaptability teaching, the multidimensional characterization and evaluation factors are also analyzed.
Second, to perspective the current situation of teaching evaluation practice. In order to understand the current situation of teaching evaluation practice, this study designed a questionnaire and an interview outline, investigated the teaching evaluation attitude and understanding of teachers and students, and understood the situation of their teaching evaluation. In a number of "non adaptation" problems, for example, the design of evaluation scheme does not meet the needs of the main body, the selection of evaluation methods is not suitable for teaching conditions and the evaluation implementation is not adapted to the development of teaching. Through deep analysis, these "unadaptable" problems are affected by many factors. The urgent task is to construct a evaluation system of modern teaching situation to solve teaching evaluation. The inevitable choice of the existing problems.
Third, to clarify the value position of situational adaptability teaching evaluation. The evaluation of situational adaptability teaching is based on the mutual understanding between people and human beings, which transcends the instrumental rationality of "no person". It is based on the theory of "fourth generation" education evaluation, value added evaluation theory, CIPP evaluation model, Situational Cognition Theory and social ecology thought as theory. It advocates that evaluation should be from situational to context, from value neutrality to value load, from management control to understanding adaptation, from limited isolation to harmonious symbiosis. Its core ideas are: To evaluate and promote growth, to promote democracy, to promote understanding and to promote the concept of reality.
Fourth, design situational adaptability teachers' teaching evaluation index system. This index system is guided by the new concept of teaching evaluation, emphasizes the adaptability, generative and openness of the index, provides the possibility but not the limitation for the teacher's teaching. The design time index is selected to follow the SMZRT principle, the standard setting is particular about "cloth white", "scope" division and "degree". And then, according to the different stages of the development of the teaching situation: early operation, middle operation and late operation, the analysis method and Delphi method are adopted to select the target items which can meet the needs of teachers in different situations, and the expected evaluation index, process evaluation index and achievement evaluation index are established. Then, the analytic hierarchy process is adopted. In the end, the present study classifies various evaluation methods according to the situation needs: the expected evaluation method, the operation evaluation method, the results evaluation method and the holographic evaluation method, which provide a more suitable evaluation method for the last level index. Finally, it forms a complete teaching evaluation system for situational adaptability teachers. The framework is modified and perfected by using case analysis. This framework only provides blueprints and professional support for the implementation of teachers' teaching evaluation. In the concrete implementation, the evaluation subject is based on understanding and mutual trust according to the situation changes and the needs of the subject, and adjusts it accordingly through the form of negotiation and dialogue.
Fifth, construct the situation adaptability student learning evaluation system. This system is based on horns Stein's new education goal classification and the newly revised Bloom cognitive target classification, and classifies the students' learning: cognitive domain, emotional field, skill field and behavior domain learning situation. According to the respective characteristics of these four fields, the evaluation subject is the subject. Through the form of democratic consultation, we jointly construct a framework of evaluation system to adapt to different areas of learning. This system is a complete student who is a complete learner in a complete field of learning; the external information or content is input to the students, after the learning experience, students can adapt to the culture and environment, have knowledge and Ability people; in the process of learning experience, according to the emphasis of students' learning: cognitive, emotional or action skills, adaptive evaluation. (1) cognitive field adaptability evaluation, objective test suitable for the evaluation of factual knowledge; response test conforms to the evaluation of conceptual knowledge; behavior testing is used in the evaluation of procedural knowledge; strategy testing. It is suitable for metacognitive knowledge evaluation; (2) the adaptability evaluation in the emotional domain, using the statement method to understand the emotional state of the students; using behavior observation to understand the emotional response of the students; using the likt scale to analyze the different emotional goals, and (3) the adaptive evaluation of the skill field, based on the essential characteristics of the action skills, to negotiate the design situation. Adaptability evaluation standard. (4) adaptability evaluation in the field of behavior, it can not be separated from other three fields, but involves the evaluation of behavior in various fields. It mainly adopts restrictive and extensible behavior evaluation methods to carry out situational adaptability evaluation and promote students' deep learning.
Sixth, setting up the "mechanism cluster" of situational adaptability teaching evaluation. In order to carry out the evaluation of situational adaptability teaching smoothly, we need to establish the corresponding mechanism to provide power for its operation. And the mechanism needs to play a specific function and function, and it often needs to establish a number of mechanisms to work together, thus forming a "mechanism cluster". In the teaching evaluation, the evaluation information processing mechanism, the evaluation information feedback mechanism, the meta evaluation mechanism and the guarantee mechanism constitute the "mechanism cluster" which have both independent meaning and interaction. (1) the mechanism of evaluation information processing is composed of the three subsystems of the organization system, the storage system and the communication system. (2) the evaluation information feedback mechanism is mainly based on the information processing mechanism. "Prepositional time delay" is constructed as follows: (3) the meta evaluation mechanism mainly designs a reasonable meta evaluation standard, establishes a standardized meta evaluation procedure, and reappraise the evaluation of situational adaptability teaching itself. (4) the guarantee mechanism is mainly composed of permissions guarantee, energy security, environmental protection and condition guarantee. In a word, these four mechanisms are interrelated, interwoven, and finally compatible in the implementation of situational adaptability teaching evaluation. They become a kind of balance in the operation of teaching evaluation and provide dynamic support for the implementation of situational adaptive teaching evaluation.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G424

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