山南市高中英语形成性评价实施现状调查研究

发布时间：2018-03-22 08:12

本文选题：山南市　切入点：高中英语　出处：《西藏大学》2017年硕士论文　论文类型：学位论文

【摘要】：评价对于教育教学实践的导向性决定了关于教育评价的研究在教育科学研究领域必然是一个十分重要的课题。形成性评价的研究是教育评价理论的重要范畴之一。形成性评价必将成为教学评价的主流方式,这一点在研究理论上己经达成了广泛的共识。自2010年新一轮高中课程改革实施以来,高中英语课程体系发生了翻天覆地的变化。新课程改革对评价体系提出了一系列的要求,要求评价在观念、方式、目标、内容等方面都要改变,并最终建立起一套科学的能切实促进学生发展的评价体系。国内外众多的研究者,学者们认为形成性评价就是这样一种能够促进学生全面发展的评价方式。形成性评价主要是关注学生的学习活动和任务。形成性评价的目的是为了发现每个学生的学习能力,改善和加强学生的学习方法,并能给教师提供有价值的教学反馈。形成性评价不仅关注学生的学习结果,更加关注学生的学习行为表现,关注学生的知识习得过程。形成性评价是让每个学生在评价中学习,在学习中评价,不断反馈学习结果、不断改进学习方法。形成性评价能将评价的各种功能充分发挥并提高教学活动的效率。本研究以西藏山南市两所高中的英语教师和学生为研究对象,通过使用调查问卷和访谈,从评价的方法、内容、目标、主体和反馈等多个维度了解形成性评价在教学过程中的实施状况。通过研究发现,在教学过程中教师能够意识到应当运用形成性评价,并且已经有了一定的运用,但在评价的实施过程中终结性评价方式仍占主体地位。形成性评价所要求以学生为评价的主体没有得到充分体现,评价的策划、实施、总结、反馈过多的依赖教师。形成性评价操作工具的使用过于形式化,没有能正真起到反馈教学的作用,促进学生发展的作用十分有限。对于导致这种现状的原因笔者进行了分析,包括西藏教育发展大环境的因素、教师自身素质的因素、教师群体观念转变的因素、形成性评价本身的制约因素以及现行高考指挥棒作用的影响等等。研究者将对研究调查结果认真总结和分析,找出需要解决的问题,并为今后山南市高中英语形成性评价的实施提出一些可行的建议与对策,为进一步研究教育评价做准备。本文提出的建议与对策包括:通过师资培训转变教师思想改变教师对形成性评价的认识,加强学习提高教师自身素质正确理解形成性评价的内涵,教师应注重评价方法和评价工具的多样化、实效化,让学生正真成为课堂的主体、评价的主体、学习的主体,充分发挥形成性评价的反馈作用促进学生改进学习方法、策略等。
[Abstract]:The research on educational evaluation is a very important subject in the field of educational science research. The research of formative evaluation is one of the important categories of educational evaluation theory. Formative evaluation is bound to become the mainstream method of teaching evaluation, Since the implementation of the new round of high school curriculum reform in 2010, the English curriculum system of senior high school has undergone tremendous changes. The new curriculum reform has put forward a series of requirements for the evaluation system. The evaluation is required to change in concept, way, goal, content and so on, and finally establish a scientific evaluation system that can promote the development of students. Many researchers at home and abroad, Scholars believe that formative evaluation is such an evaluation method that can promote the overall development of students. Formative evaluation is mainly concerned with students' learning activities and tasks. The purpose of formative evaluation is to find out each student's learning ability. Improving and strengthening students' learning methods and providing valuable teaching feedback to teachers. Formative evaluation not only pays attention to students' learning results, but also pays more attention to students' learning behavior. Pay attention to the process of students' knowledge acquisition. Formative evaluation allows each student to study in evaluation, evaluate in learning, and constantly feedback learning results. Continuous improvement of learning methods. Formative evaluation can give full play to the various functions of evaluation and improve the efficiency of teaching activities. This study takes English teachers and students in two senior high schools in Shannan City, Tibet, as the research subjects, through the use of questionnaires and interviews. From the aspects of evaluation methods, contents, objectives, subjects and feedback, we can understand the implementation of formative evaluation in the teaching process. Through the research, it is found that teachers can realize that formative evaluation should be used in the teaching process. And has already had the certain application, but in the appraisal implementation process the summative appraisal way still occupies the main body position. The formative appraisal request regarding the student as the appraisal main body has not been fully manifested, the appraisal plan, the implementation, the summary, Too much feedback depends on teachers. The use of formative evaluation tools is too formalized and can not play a positive role in feedback teaching. The role of promoting students' development is very limited. Including the factors of the general environment for the development of education in Tibet, the factors of teachers' own quality, and the factors of the change of teachers' group concepts, Formative evaluation of its own constraints and the impact of the role of the current college entrance examination baton, etc. Researchers will carefully summarize and analyze the findings of the research, and find out the problems to be solved. And put forward some feasible suggestions and countermeasures for the implementation of the formative evaluation of senior high school English in Shannan City in the future. In order to prepare for further research on educational evaluation, the suggestions and countermeasures in this paper include: changing teachers' thoughts through teacher training, changing teachers' understanding of formative evaluation, Teachers should pay attention to the diversification and effectiveness of evaluation methods and tools so that students can really become the main body of classroom, the subject of evaluation and the subject of study. Give full play to the feedback of formative evaluation to promote students to improve their learning methods, strategies and so on.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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