提升新手教师课堂教学评价素养研究

发布时间：2018-06-08 04:55

本文选题：新手教师 + 评价素养　；参考：《河南师范大学》2017年硕士论文

【摘要】：《基础教育课程改革纲要(试行)》明确指出要“发挥评价促进学生发展、教师提高和改进教学实践的功能”。课堂教学是实施学生评价活动的主阵地,评价是内嵌于课堂教学活动之中的。教师的评价素养是教师专业素养的有机组成部分,对新手教师的课堂教学评价素养提升问题的探讨,是确定新手教师专业发展定向的内在需求,更是提升新手教师专业技能的需要。2016年9月国家公布中国学生发展核心素养,对学生应具备的能力和品质做出较为全面的概括,教师作为学生发展的促进者,对学生的评价直接影响学生各方面发展的方向和程度,这对教师的课堂教学评价素养提出新的挑战。新手教师积极参与评价改革是落实学生发展核心素养的途径之一。本研究借鉴国内外的研究成果,从“促进学生发展”的评价理念出发,多角度论述新手教师的课堂教学评价素养研究的理论基础,并参照素养理论模型,建构新手教师课堂教学评价素养的应然框架;为了比较实然状态与应然状态的差距,本研究结合问卷调查和访谈的第一手资料,总结出新手教师课堂教学评价素养存在对评价理念理解不到位、评价知识缺失、评价能力结构不均衡等问题;从教师教育的职前培养、入职教育和在职实践与进修等连贯衔接的不同阶段的不同侧面探寻致使新手教师课堂教学评价素养问题的成因。教师教育的职前培养、入职教育和在职实践与培训具有连续性和一体化的特征,要切实提升新手教师的课堂教学评价素养,要做到在职前培养中强调结合实际情况丰富评价理论课程,注重交流沟通和反思,规范实习生考核评价标准;入职教育中重视教师评价素养的培育;职后应该多方合力共促新手教师评价素养的提升,优化社会评价环境,学校提供相关支持环境,新手教师贯彻“以评促学”的新理念,发挥评价“内驱力”,更新评价知识结构,逐步提高课堂教学评价能力,真正改善评价实践活动。
[Abstract]:The outline of basic Education Curriculum Reform (trial) clearly points out that the function of evaluation to promote the development of students and teachers to improve teaching practice should be brought into play. Classroom teaching is the main position of carrying out student evaluation, and evaluation is embedded in classroom teaching activities. Teachers' evaluation literacy is an organic part of teachers' professional literacy. To probe into the promotion of novice teachers' classroom teaching evaluation literacy is the internal demand to determine the orientation of novice teachers' professional development. In September 2016, the state announced that Chinese students should develop their core qualities, and make a more comprehensive summary of the abilities and qualities that students should possess. Teachers are the promoters of students' development. The evaluation of students directly affects the direction and degree of students' development, which poses a new challenge to teachers' classroom teaching evaluation literacy. Novice teachers actively participate in the evaluation reform is one of the ways to implement the development of students' core literacy. This study draws lessons from the domestic and foreign research results, from the "promote the student development" the appraisal idea, discusses the novice teacher's classroom teaching appraisal accomplishment research theory foundation from many angles, and refers to the literacy theory model, In order to compare the gap between the actual state and the ought state, this study combines the questionnaire survey and the interview with first-hand data, in order to construct the framework of the evaluation literacy of novice teachers' classroom teaching, and to compare the gap between the actual state and the ought state. It is concluded that the evaluation literacy of novice teachers in classroom teaching has some problems such as poor understanding of evaluation idea, lack of evaluation knowledge, unbalanced structure of evaluation ability, etc. This paper explores the causes of novice teachers' classroom teaching evaluation literacy in different aspects of different stages of coherent connection between entry education and on-the-job practice and further education. Pre-service training, induction education and in-service practice and training of teachers have the characteristics of continuity and integration. It is necessary to improve the quality of classroom teaching evaluation of novice teachers. It is necessary to emphasize the rich evaluation theory course in combination with the actual situation in pre-service training, pay attention to communication and reflection, standardize the evaluation criteria of interns, attach importance to the cultivation of teachers' evaluation literacy in the induction education. After the service, we should work together to promote the evaluation quality of novice teachers, optimize the social evaluation environment, provide the relevant supporting environment, implement the new concept of "promoting learning by evaluation", and give full play to the "inner drive" of evaluation. The evaluation knowledge structure should be updated, the ability of classroom teaching evaluation should be improved step by step, and the practical evaluation activities should be improved.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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