初中数学课堂形成性评价实施现状调查研究

发布时间：2018-03-26 04:10

本文选题：初中数学　切入点：形成性评价　出处：《鲁东大学》2017年硕士论文

【摘要】：课堂中的“教、学、评”三位一体,评价是连接教与学的纽带。形成性评价也称促学评价,是教师、学生及其同伴收集、解释和使用关于学生学习情况的过程性评价。与终结性评价相对应,形成性评价能够更直接反馈和促进教学。合理的使用形成性评价,能促进数学课堂的教学。形成性评价研究包括评价内容、方法以及实施效果等。掌握数学课堂形成性评价实施现状、了解实施过程中的问题以及解决对策,对数学教学研究有重要意义。在当前的基础教育课程改革中,评价成为推进课改的重要因素。本研究以烟台七中和烟台十三中初一至初四年级350名学生,两校15名数学教师为研究对象。依据国内外课堂形成性评价的相关文献,编制初中数学课堂形成性评价问卷、拟订访谈提纲;依据曹一鸣教授的数学课堂评价观测表,编制本调查的课堂观察表。在学生问卷中以教师实施形成性评价的评价效果、内容、方法、反馈为观测点;在课堂观察中以评价主体、内容、对象、功能为观测点,记录教师实施形成性评价的相关数据。本文还参考McMillan形成性评价特征与水平(低、中、高水平形成性评价)表和Grooks形成性评价的效度因素表,分析教师实施形成性评价数据,最终分析教师实施数学课堂形成性评价的现状。参照形成性评价特征与水平表分析调查数据发现,初中数学教师实施形成性评价时教学的调整、反馈、评价的时间属于高水平,师生互动、学生自我评价属于中水平,动机方面属于低水平。参照形成性评价效度因素表分析调查数据发现,教师在实施形成性评价时情感因素中的动机和信任方面、任务因素中的知识和学习目标方面、过程因素中的同伴参与、调节、及时反馈方面效果比较好,在结构因素中的目的明确方面、过程因素的自我评价、有选择的反馈方面较差。本研究对教师的建议主要是遵循正确的形成性评价理念、使用形成性评价教学策略、努力使反馈形式多样化和评价主体多样化。
[Abstract]:The "teaching, learning, evaluation" in the classroom is a trinity. Evaluation is the link between teaching and learning. Formative evaluation is also called learning promotion evaluation, which is the collection of teachers, students and their peers. Explain and use the process evaluation of students' learning situation. Corresponding to summative evaluation, formative evaluation can give more direct feedback and promote teaching. The research of formative evaluation includes evaluation content, method and effect, etc. We can grasp the present situation of formative evaluation in mathematics classroom, understand the problems in the process of implementation and solve the countermeasures. It is of great significance to the research of mathematics teaching. In the current curriculum reform of basic education, evaluation has become an important factor in promoting the curriculum reform. This study is based on 350 students of grade 1 to grade 4 in Yantai No. 7 Middle School and Yantai Thirteenth Middle School. According to the relevant literature of classroom formative evaluation at home and abroad, the questionnaire of formative evaluation of mathematics classroom in junior high school is compiled, and the outline of interview is drawn up, and the observation table of mathematics classroom evaluation by Professor Cao Yiming, Make the classroom observation table of this survey. In the student questionnaire, take the evaluation effect, content, method and feedback of the teacher's formative evaluation as the observation point; in the classroom observation, take the subject, content, object and function of the evaluation as the observation point, According to the characteristics and level of formative evaluation of McMillan (low, medium and high level) and the validity factor table of formative evaluation of Grooks, this paper analyzes the data of formative evaluation of teachers. According to the survey data of formative evaluation characteristics and level table, it is found that the teaching adjustment, feedback and evaluation time are of high level when junior high school mathematics teachers implement formative evaluation. Teachers and students interact, students' self-evaluation belongs to middle level and motivation is low. According to the survey data of formative evaluation validity table, it is found that teachers' motivation and trust in emotional factors when implementing formative evaluation. In terms of knowledge and learning goals in task factors, peer participation, adjustment and timely feedback in process factors, the effect is better in terms of clear purpose in structural factors, self-evaluation of process factors, The suggestion of this study is to follow the correct formative evaluation concept, to use formative evaluation teaching strategies and to diversify the feedback forms and evaluation subjects.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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