普通高中学生学习过程自我评价研究
发布时间：2018-08-31 10:13
【摘要】：学生评价是影响学生学习活动的重要环节。从20世纪90年代早期到现在不到100年的时间里,教育评价从理论到实践发生着迅速的变化,然仍旧存在以下问题。第一,评价主体方面,将学生视为学习活动的评价主体仍处于理论研究的阶段,学生学习评价的主体仍旧是教师或者教育管理人员。第二,评价内容方面,学习评价主要是结果性评价,对学生学习过程的关注并不多。第三,评价方式被严重窄化,给普通高中学生带来了莫大的学习压力,非但没有促进学习,还影响了学生的身心健康。普通高中学生实施学习过程自我评价具有多重重要意义。外在价值包括:关注学习过程中的实际问题来优化学习方法从而促进高中生学习过程的优化;通过激励与指导功能使学习成为创造性的活动;发展自我评价的能力;满足高中时期实现独立自主、规划人生等特殊需要。内在价值包括:促进普通高中学生在学习活动中实现自我发展,追求并实现自由。通过梳理国内有关学习过程与自我评价的理论与实践发现,学生学习过程的重要性已经得到重视,通过关注学习过程中的具体问题来实现学生学习过程的优化已经成为理论研究者的共识。实践方面,国内的学生学习过程自我评价并未普遍开展,普通高中学生的学习过程自我评价研究相对空白。对普通高中学生的学习过程应得到重视,学习过程自我评价应作为促进学习的高级策略得到重视。学习过程的自我评价已然成为学生评价的发展趋势。自我评价理论、建构主义学习理论、罗杰斯人本主义学习理论、社会认知理论的自我调节理论等为学习过程自我评价提供了理论基础,促进学习的学习过程自我评价成为发展趋势。普通高中学生学习评价在评价主体、评价内容、评价方式三方面存在诸多问题。第一,教师是学生评价的最重要的主体,高中生自我评价的主体意识薄弱;第二,学习评价所关注的问题、所提出的解决策略完全以学习结果为导向,真正属于“过程”的问题得不到重视、得不到解决。第三,以考试为主的量化评价方式过于关注结果比较,忽视过程分析,质性评价工具未充分发挥其应有功能。问题原因为:第一,教师本位的传统思想未除;第二,学习过程并没有作为评价内容被纳入到评价系统之中;第三,评价工具的错误认识与应用。基于以上问题,普通高中学生的学习过程自我评价改进的关键策略针对评价主体的认识与实践的改进、评价内容的改进、评价方式的改进三方面提出:突出学生主体作用;教师要发挥正确的指导作用;学习过程自我评价要全面关涉学习过程的重要部分;综合使用质性与量化评价方式。
[Abstract]:Student evaluation is an important link that affects students' learning activities. From the early 1990s to the present less than 100 years, educational evaluation from theory to practice has undergone rapid changes, but there are still the following problems. First, the subject of evaluation is still in the stage of theoretical research, and the subject of student evaluation is still teachers or educational administrators. Second, the content of evaluation, learning evaluation is mainly a result evaluation, the students pay little attention to the learning process. Third, the evaluation method is severely narrow, which brings great learning pressure to ordinary high school students, not only does not promote learning, but also affects the physical and mental health of students. It is important for ordinary high school students to carry out self-evaluation of learning process. External values include: focusing on practical problems in the learning process to optimize learning methods to promote the optimization of the learning process of senior high school students; making learning a creative activity through the function of motivation and guidance; developing the ability of self-evaluation; To meet the high school period to achieve independence, planning life and other special needs. The intrinsic values include: to promote the ordinary high school students to achieve self-development in their learning activities and to pursue and realize freedom. By combing the theory and practice of learning process and self-evaluation in China, it is found that the importance of students' learning process has been paid more attention to. It has become a consensus of theoretical researchers to realize the optimization of students' learning process by paying attention to the specific problems in the learning process. In practice, the self-evaluation of students' learning process is not generally carried out in our country, and the study of learning process self-evaluation of ordinary high school students is relatively blank. Attention should be paid to the learning process of ordinary high school students, and the self-evaluation of learning process should be regarded as a high-level strategy to promote learning. Self-evaluation of learning process has become the development trend of student evaluation. Self-evaluation theory, constructivism learning theory, Rogers humanism learning theory, self-regulation theory of social cognition theory provide theoretical basis for self-evaluation of learning process. Self-evaluation of learning process to promote learning has become a trend of development. There are many problems in the evaluation of students' learning in general senior high school in three aspects: the main body, the content and the way of evaluation. First, teachers are the most important subject of student evaluation, and the subjective consciousness of high school students' self-evaluation is weak; second, the problems concerned by learning evaluation are completely guided by learning results. The problem that really belongs to "process" cannot be paid attention to, can not be solved. Third, the quantitative evaluation method based on examination pays too much attention to the result comparison, neglects the process analysis, and the qualitative evaluation tool does not give full play to its proper function. The reasons are as follows: first, the traditional idea of teacher-centered has not been eliminated; second, the learning process has not been incorporated into the evaluation system as the evaluation content; third, the wrong understanding and application of evaluation tools. Based on the above problems, the key strategies to improve the self-evaluation of the learning process of the ordinary senior high school students are put forward in three aspects: emphasizing the role of the students' main body, improving the cognition and practice of the evaluation subject, the improvement of the evaluation content and the improvement of the evaluation method; Teachers should play a correct guiding role; the self-evaluation of learning process should be concerned with the important part of the learning process; the comprehensive use of qualitative and quantitative evaluation methods.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.0
[Abstract]:Student evaluation is an important link that affects students' learning activities. From the early 1990s to the present less than 100 years, educational evaluation from theory to practice has undergone rapid changes, but there are still the following problems. First, the subject of evaluation is still in the stage of theoretical research, and the subject of student evaluation is still teachers or educational administrators. Second, the content of evaluation, learning evaluation is mainly a result evaluation, the students pay little attention to the learning process. Third, the evaluation method is severely narrow, which brings great learning pressure to ordinary high school students, not only does not promote learning, but also affects the physical and mental health of students. It is important for ordinary high school students to carry out self-evaluation of learning process. External values include: focusing on practical problems in the learning process to optimize learning methods to promote the optimization of the learning process of senior high school students; making learning a creative activity through the function of motivation and guidance; developing the ability of self-evaluation; To meet the high school period to achieve independence, planning life and other special needs. The intrinsic values include: to promote the ordinary high school students to achieve self-development in their learning activities and to pursue and realize freedom. By combing the theory and practice of learning process and self-evaluation in China, it is found that the importance of students' learning process has been paid more attention to. It has become a consensus of theoretical researchers to realize the optimization of students' learning process by paying attention to the specific problems in the learning process. In practice, the self-evaluation of students' learning process is not generally carried out in our country, and the study of learning process self-evaluation of ordinary high school students is relatively blank. Attention should be paid to the learning process of ordinary high school students, and the self-evaluation of learning process should be regarded as a high-level strategy to promote learning. Self-evaluation of learning process has become the development trend of student evaluation. Self-evaluation theory, constructivism learning theory, Rogers humanism learning theory, self-regulation theory of social cognition theory provide theoretical basis for self-evaluation of learning process. Self-evaluation of learning process to promote learning has become a trend of development. There are many problems in the evaluation of students' learning in general senior high school in three aspects: the main body, the content and the way of evaluation. First, teachers are the most important subject of student evaluation, and the subjective consciousness of high school students' self-evaluation is weak; second, the problems concerned by learning evaluation are completely guided by learning results. The problem that really belongs to "process" cannot be paid attention to, can not be solved. Third, the quantitative evaluation method based on examination pays too much attention to the result comparison, neglects the process analysis, and the qualitative evaluation tool does not give full play to its proper function. The reasons are as follows: first, the traditional idea of teacher-centered has not been eliminated; second, the learning process has not been incorporated into the evaluation system as the evaluation content; third, the wrong understanding and application of evaluation tools. Based on the above problems, the key strategies to improve the self-evaluation of the learning process of the ordinary senior high school students are put forward in three aspects: emphasizing the role of the students' main body, improving the cognition and practice of the evaluation subject, the improvement of the evaluation content and the improvement of the evaluation method; Teachers should play a correct guiding role; the self-evaluation of learning process should be concerned with the important part of the learning process; the comprehensive use of qualitative and quantitative evaluation methods.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.0
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