高中地理探究式教学评价指标体系研究

发布时间：2019-01-19 09:53

【摘要】：地理探究式教学评价是针对地理探究式教学课堂、教师的教学活动以及学生的学习活动做出价值判断的活动过程。自新课程改革以来,地理探究式教学已经成为一种有效的教学手段,因此需要建立与之相应的评价准则,以促进探究式教学的发展。传统的地理教学评价是建立在以知识为核心的教育观念上,评价标准及评价体系不能适应现代新课程改革的要求。新课程改革理念更注重评价学生探究的过程,促进学生全面发展。现有的地理探究式教学评价并不完善,因而建立一套与探究式教学相适应的评价指标体系具有重大作用与意义。本课题依据教育学、心理学、地理新课程标准、地理教学论等理论体系,运用文献法、问卷调查法、案例分析法等研究方法,收集统计数据、论证研究结果,确定了评价指标以及指标权重,最终形成探究式教学的评价指标体系。本课题构建的评价指标体系由两个方面组成,一方面是对学生活动的评价,其评价体系由3个一级指标包括“探究知识”、“探究活动”、“情感态度”,9个二级指标以及31个具体的三级指标组成；另一方面是对教师行为的评价,其评价体系由3个一级指标其中包括“探究观念”、“探究知识”、“探究能力”,9个二级指标以及21个具体的三级指标组成。本课题建立的指标体系能够体现以学生为主体、以教师为主导的教学理念以及地理学科的教学特点,体现了地理探究式教学的学科性和科学性。本文研究的主要内容分为五个部分：研究背景以及选题意义、理论基础、评价指标的建立、评价指标权重的确立、案例分析。第一部分：查阅文献,提出问题、归纳现状,找到选题的意义。第二部分：通过各种理论方面的研究,对探究式教学评价指标的建构提供依据。第三部分：利用问卷调查以及对一线教师咨询来确定探究式教学评价的指标体系。第四部分：通过对数据进行梳理,并利用层次分析法计算指标体系的权重。第五部分：通过案列分析、实验对比,对建立的评价体系进行实例分析。
[Abstract]:Geography inquiry teaching evaluation is the process of making value judgment on geography inquiry teaching classroom, teachers' teaching activities and students' learning activities. Since the new curriculum reform, geography inquiry teaching has become an effective teaching means, so it is necessary to establish corresponding evaluation criteria to promote the development of inquiry teaching. The traditional evaluation of geography teaching is based on the concept of education with knowledge as the core. The evaluation standard and evaluation system can not meet the requirements of the modern new curriculum reform. The concept of the new curriculum reform pays more attention to the evaluation of the process of students' inquiry and promotes the all-round development of the students. The existing evaluation of geographical inquiry teaching is not perfect, so it is of great importance and significance to set up a set of evaluation index system suitable for inquiry teaching. Based on the theoretical system of pedagogy, psychology, new curriculum standard of geography, geography teaching theory, and using the methods of literature, questionnaire, case analysis and so on, this subject collects statistical data and proves the research results. The evaluation index and index weight are determined, and the evaluation index system of inquiry teaching is finally formed. The evaluation index system is composed of two aspects, one is the evaluation of students' activities, and the evaluation system is composed of three first-level indicators, including "inquiry knowledge", "inquiry activity", "emotion attitude", etc. 9 secondary indicators and 31 specific tertiary indicators; On the other hand, the evaluation system of teachers' behavior is composed of three first-level indexes, including "inquiry concept", "inquiry knowledge", "inquiry ability", 9 secondary indexes and 21 concrete third-level indexes. The index system established in this paper can embody the teaching idea of taking students as the main body and the teacher as the leading part and the teaching characteristics of the geography subject, which embodies the discipline and scientific nature of the geography inquiry teaching. The main content of this paper is divided into five parts: the research background and the significance of the topic, the theoretical basis, the establishment of the evaluation index, the establishment of the weight of the evaluation index, and the case analysis. The first part: consult the literature, put forward the question, sum up the present situation, find the significance of the topic. The second part: through the research of various theories, it provides the basis for the construction of the evaluation index of inquiry teaching. The third part: using questionnaire and consulting teachers to determine the index system of inquiry teaching evaluation. The fourth part: through combing the data and using AHP to calculate the weight of the index system. The fifth part: through the case list analysis, the experiment contrast, carries on the example analysis to the establishment appraisal system.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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