基于过程性评价的混合学习评价策略研究

发布时间：2018-02-02 09:19

本文关键词： 过程性评价混合学习评价策略　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：过程性评价是与混合学习相匹配的评价策略,二者的关系可以概括为如下两个方面:混合学习的效果需要过程性评价指标来判定;过程性评价是评估有效混合学习的最佳方法。第四代评价理论、分布式认知理论以及深度学习理论为建立过程性评价模型和混合性学习模型提供了理论基础,建立在三个重要理论的基础上,过程性评价和混合学习进一步清晰化。关于过程性评价模型的建构遵循如下逻辑路径:过程性评价是以学习者为主体,利益相关者共同参与,以质性评价为主要方式,通过对动机、过程和效果极其之间关系的全面解析而做出的全面评价,意在优化学习过程、实现素质的发展。在操作性定义的基础上设定行为假设,并建立过程性评价项目参照系,包括学习动机、学习过程、学习资源三个维度,对每一个维度进行一级指标分解、二级指标分解,对每一个二级指标下操作性定义,在此基础上提供过程性评价模型。混合学习是受线上资源和线下交互双重支持,灵活应用网络环境和课堂环境的学习方式,它将学习分析、学习实践、学习整合有机统一,以求学习效果的最大化。相似的,在操作性界定的基础上设定混合学习的行为假设,建立混合学习的结构参照系,即:学习分析、学习实践、学习整合三个维度,对每一个维度进行一级指标分解、二级指标分解,对每一个二级指标下操作性定义,在此基础上提供混合学习模型。观察并分析真实情景下混合学习评价方式的实施情况,现状是提出策略的现实依据。在对三名学情不同的学习者为期一学期的观察以及最后的访谈后,与过程性评价模型对照,总体上呈现出评价时机、评价内容、评价主体、评价方式四方面的不合理;与混合学习模型对照,现行的混合学习呈现出初始分析不到位、学习过程低效、学习效果总体不佳三大方面的问题,并各自伴有复杂的成因。问题的成因主要集中于教师观念层面、教师行为层面、学生观念层面、学生行为层面四方面,故宏观上提出:教师观念转变策略、教师行为转变策略、学生观念转变策略以及学生行为转变策略四大策略。
[Abstract]:The process of evaluation is the evaluation of learning strategy to match and mixing, the relationship between the two can be summarized into two aspects as follows: the effect of blended learning process evaluation index to judge; process evaluation is to evaluate optimal method of blended learning. The fourth generation evaluation theory, distributed cognition theory and deep learning theory provides the foundation for the establishment of process evaluation model and hybrid learning model based on three important theories, process evaluation and blended learning. Further clarity on the construction process of compliance evaluation model on the following logical path: process evaluation is learner centered, stakeholder participation, quality evaluation is the main way through the comprehensive analysis of the relationship between motivation, process and effect between extremely and make a comprehensive evaluation, to optimize the learning process, to achieve the quality of hair Show. Set behavioral assumptions in operation based on the definition, and the establishment of process evaluation project reference system, including learning motivation, learning process, learning resources of three dimensions, each dimension of decomposition level indicators, two indicators of decomposition, the definition of the operation of each level two indexes, this on the basis of process evaluation model. Blended learning is affected by the online and offline interaction of double support, flexible application of network environment and classroom learning environment, it will learn to analyze, study and practice, learn to integrate the organic unity, to maximize the learning effect. Similarly, setting the blended learning behavior hypothesis based on operation the definition on the establishment of structure hybrid learning reference system, namely: learning analysis, study and practice, learn to integrate the three dimensions of each dimension of the decomposition level indicators, two indicators of decomposition, each of the two grade index The definition of standard operation, to provide a hybrid learning model based on the observation and analysis of the implementation of hybrid learning evaluation of the real situation, the status quo is put forward realistic basis strategy. In the three learning situation of different learners for a semester of observation and interview, the control and evaluation of the process model. Has an overall evaluation time, evaluation content, evaluation subject, evaluation of four aspects of the unreasonable way; and hybrid learning model control, the current study presents a mixed initial analysis is not in place, the learning process inefficient, learning the overall effect of poor three problems, the causes and their associated complex. The causes of the problem mainly concentrated teachers in the concept level, behavior level of teachers, students concept level, student behavior level four aspects, so the macro put forward: the concept of teachers' behavior change strategy, transformation strategy, the concept of students Four strategies are the strategy of transformation and the strategy of the change of students' behavior.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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