高中生物理论课有效教学评价体系初探

发布时间：2018-01-02 01:10

本文关键词：高中生物理论课有效教学评价体系初探　出处：《河南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：学校担负着传播人类知识、培育国家栋梁的艰巨任务,自20世纪上半叶有效教学的概念提出以后,对课堂教学效率和质量的要求越来越高,面对21世纪知识经济时代的到来,怎样在尽可能短的时间内培养出尽可能多而优秀的人才更是现在教育界不断追求的目标。课堂教学评价可以说伴随课堂教学的产生而产生,合理的评价方法在促进教育发展、提高教学效率方面发挥着关键作用。然而针对现代高中生物理论课教学有效性的评价体系还有很多不足之处,因此,本研究尝试构建一套与之相适应的评价体系以期为相关理论和实践做出一点贡献。本研究是在新课程理念指导下,以教育教学相关理论为基础,通过大量的文献分析和资料整理,结合高中生物理论课的学科教学特点,初步拟定了《高中生物理论课有效教学评价指标体系》。接着,经过一线课堂观察,教师问卷调查和教师、专家的针对性访谈对初拟评价表先后做了三次修订和完善。随后,依据教育测量与评价的基本理论和方法计算出各指标体系的权重系数,并根据制定课堂教学评价的原则补充了加分项和评语两个栏目,实现评价定量和定性相结合,体现出评价以促进师生和教学的发展进步为目的,完善了整个评价标准体系。为了确保评价体系的科学性和实践性,最后通过试评来检验其信度和效度。该评价体系有三个层次、两个栏目、一项指标权重系数和四个评定等级构成。一级指标包含4个维度:学生学习、教师教学、课程性质和课堂文化;二级指标包含20个视角:准备、倾听、互动、自主、达成、环节、呈示、对话、指导、机智、目标、内容、实施、评价、资源、思考、民主、创新、关爱、特质;三级指标共42个可量化评价点;加分栏一项,评价者可根据具体课堂情况,发现有促进有效教学的亮点即可加分;评语栏一项,评价者可以对本节课提出自己的意见和建议;每项三级指标有对应的权重系数和4个评定等级,可以把模糊性的指标具体量化。本研究相对于同类研究的优势之处在于:第一,针对性强,本评价体系评价的对象是高中生物学科的理论课,不包含实验课,评价结果更为专业;第二,为了使本评价体系具备一定的灵活特增加了加分项和评语栏,定量和定性结合,体现出本评价体系以促进师生的发展和教学进步为目的。
[Abstract]:The school responsible for the dissemination of human knowledge, the arduous task of cultivating the pillar of the state, since twentieth Century in the first half of the concept of effective teaching, the classroom teaching efficiency and the quality of the increasingly high demand, twenty-first Century in the face of the era of knowledge economy, how in the shortest possible time to cultivate as much as possible and more outstanding talents the target is now pursuing education. Classroom teaching evaluation can be said accompanied by classroom teaching, a reasonable evaluation method in promoting the development of education, plays a key role in improving teaching efficiency. However, the needle on the effectiveness of the biological theory course of modern high school teaching evaluation system has many deficiencies, therefore, this study attempts to to construct a corresponding evaluation system and make a little contribution to the related theory and practice. The study is under the guidance of new curriculum, education teaching The theory basis, through literature analysis and data collection, combined with the characteristics of high school biology teaching theory course, the initial development of the "high school biology theory course effective teaching evaluation index system. Then, through classroom observation, teacher questionnaire and teachers, experts for interviews at the beginning of the proposed evaluation form has to do the three amendment and improvement. Then, according to the basic theory and method of educational measurement and evaluation to calculate the weight coefficient of the index system, and according to the development of classroom teaching evaluation principle of added bonus items and reviews two columns, to achieve the combination of quantitative and qualitative evaluation, reflect the evaluation to promote the development and progress of teachers and students for the purpose of teaching, improve the evaluation standard system. In order to ensure that the evaluation system is scientific and practical, and finally through the test evaluation to test the reliability and validity of the evaluation system of three. A level two columns, a weight coefficient and four grade. One class index contains 4 dimensions: learning, teaching, curriculum nature and classroom culture; two level index contains 20 perspectives: preparation, listening, interactive, independent, reach, link, presentation, dialogue guidance, tact, goal, content, implementation, evaluation, resources, thinking, democracy, innovation, love, traits; three indicators of a total of 42 quantitative evaluation; plus a bar, can according to the specific situation of classroom assessment, found to promote effective teaching highlights can be added to a comment column, evaluation; who can put forward their views and suggestions in this class; each three level index has the corresponding weight coefficient and 4 rating, to quantify the specific indicators of fuzziness. This study compared with the advantage of the research lies in: first, targeted, the evaluation object evaluation system Is the theoretical course of biology in senior high school, does not contain the experimental class, the evaluation result is more professional; second, in order to make the evaluation system have a certain flexibility specially added bonus items and comments column, qualitative and quantitative, reflects the evaluation system to promote the development of teachers and students and teaching progress.

【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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