初中教师教学评价素养的研究

发布时间：2019-02-14 09:26

【摘要】：伴随着第八次基础教育课程改革的推进和发展,教师的评价素养是否符合新课改要求,也越来越引起教育领域及整个社会的重视。教师在教学评价活动中承担着设计者、组织者和实施者的角色。因此,教师必须具有较高的教学评价素养水平,才能行之有效地通过自己的教学评价行为来改进自己的教学并改善和激发学生的学习动力和潜能。教师的评价活动是体现于整个教学活动全过程当中的,可以说,是整个教学活动能够顺利实施和高效开展的不可或缺的构成要素。教师在教学过程中开展各类评价活动所需要的能力,包含教师对评价的确切认知和价值取向、来源于教学任务需要的评价意识、与评价相关联的知识获取以及在教学实践中评价技能的应用即是本文为教师教学评价素养所下之定义。通过绪论等对国内外相关于教师评价素养的各类研究进行了全面的梳理,并从教育评价理论和教师专业发展的理论作为学理依据,构建出教师教学素养的基本框架,将其分解为既相互独立又相互联系的四部分,即教学评价知识、教学评价行为、教学评价态度和教学评价意识。其次,依据先前构建的教师教学评价素养结构体系,设计开发出相关的研究测量工具,具体地对某省十余所初中约三百名各科教师进行了教学评价能力的现状调查与分析,根据所得的数据发现了其存在的困境与挑战。最后,通过对调查结果的分析,并结合访谈中教师所谈及的困惑和问题,文章从社会、学校和教师个人内外三个层次方面对发展教师教学评价素养提出相应的方法和策略。社会方面要提供基本制度保障,加强关于教师教学评价素养方面制度的改革和政策的完善。学校方面要形成积极良好的教师评价氛围,创设有利于教师教学评价素养发展校园的“软”环境和“硬”环境。教师方面教师自身要采取相应的行动策略,通过教学评价知识的学习和教学评价能力的改善,切实有效地进行教师专业自我发展以及教学评价素养的发展。
[Abstract]:With the advancement and development of the eighth basic education curriculum reform, whether the teachers' evaluation literacy meets the requirements of the new curriculum reform has attracted more and more attention in the field of education and the whole society. Teachers play the role of designers, organizers and implementers in teaching evaluation activities. Therefore, teachers must have a high level of teaching evaluation literacy, in order to effectively improve their own teaching through their own teaching evaluation behavior and improve and stimulate students' learning motivation and potential. Teachers' evaluation activities are embodied in the whole process of teaching activities, can be said that the whole teaching activities can be carried out smoothly and efficiently an indispensable element. Teachers' ability to carry out various kinds of evaluation activities in the teaching process, including the teachers' exact cognition and value orientation of evaluation, comes from the evaluation consciousness needed by teaching tasks. Knowledge acquisition associated with evaluation and the application of evaluation skills in teaching practice are defined in this paper for teachers' teaching evaluation literacy. Through the introduction and so on, this paper comprehensively combs all kinds of researches related to teachers' evaluation literacy at home and abroad, and constructs the basic framework of teachers' teaching literacy from the theory of educational evaluation and the theory of teachers' professional development as the theoretical basis. It is divided into four parts which are independent and interrelated, that is, teaching evaluation knowledge, teaching evaluation behavior, teaching evaluation attitude and teaching evaluation consciousness. Secondly, according to the structure system of teachers' teaching evaluation literacy, this paper designs and develops relevant research and measurement tools, and concretely investigates and analyzes the present situation of teaching evaluation ability of about 300 teachers in ten junior middle schools in a province. According to the obtained data, the difficulties and challenges are found. Finally, through the analysis of the investigation results and the puzzles and problems mentioned by the teachers in the interview, the paper puts forward the corresponding methods and strategies to develop the teachers' teaching evaluation literacy from three aspects: the society, the school and the teachers' inside and outside. The society should provide the basic system guarantee, strengthen the reform of the system and the improvement of the policy on teachers' teaching evaluation accomplishment. The school should form a positive and good atmosphere of teacher evaluation and create a "soft" environment and a "hard" environment conducive to the development of teachers' teaching evaluation literacy. Teachers themselves should adopt corresponding action strategies to effectively develop teachers' professional self-development and teaching evaluation literacy through the learning of teaching evaluation knowledge and the improvement of teaching evaluation ability.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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