教师学习情境性评价研究

发布时间：2018-05-27 04:18

本文选题：教师学习 + 学习评价　；参考：《西南大学》2017年硕士论文

【摘要】：教师的学习促进教师的发展,是教师发展的源动力,教师的学习评价作为教育管理中的一种手段是教育管理工作的支撑点,其评价结果服务和指导于下一阶段的教育管理工作。作为教师,肩上担负着提高教育质量的重任,作为成人,教师学习实质上又秉承着自我发展的需求。目前我国教师学习评价忽视了发展性与过程性,评价目标重视结果轻视教师发展;评价标准静止、评价方法单调;多元评价主体参与缺失;评价结果反馈说明性有限,建议性不足等问题,评价价值失落,使教师学习游离于教师发展这一根本目标。情境性评价本质上属于第四代评价理论的一种最新形式,从功能上讲评价的作用为——以评促建、以评促改、以评促管、评建结合、重在建设。它依托于“真实的”情境,以教师发展为根本目标,采取多元适应的评价方法把握具体情境中教师学习的真实表现,从而进行合理的价值判断。结合我国“国培计划”的实施,基于对教师学习评价的考察,审视已有评价存在的不足,将情境性评价运用于教师学习,探寻教师学习评价生成路径,为取得更好的效果提供参考。本研究主要从五个方面对教师学习评价进行了分析:第一,审视教师学习评价现状。编制问卷及访谈提纲对教师学习者进行调查。第二,探寻教师学习评价存在的不足及并进行原因分析。第三,明晰教师学习评价的情境性意蕴、应然路径与价值取向:以教师发展为本、置于情境的过程性评价、量化与质化、动态与静态的结合、注重人的个性关怀、注重“真实性的学习”。第四,教师学习情境性评价的模式与设计。把握教师学习情境性评价的建构目标、理论基础和原则、结构以及要素,倡导多元主体参与评价,以发展为评价的目的,设计兼具量化与质化的评价标准导向,以“真实性”学习为评价内容,融合了现代大数据信息技术的评价方法,最终实现良性循环的反馈性评价结果。通过制定情境性学习内容活动,设计教师学习情境性评价方案,实现教师学习有效评价。第五,教师学习情境性评价结语。总结教师学习情境性评价的研究结论,提出教师学习情境性评价研究的不足与展望。本研究将“情境性评价”运用到教师学习研究领域,拓宽了一种新的认识评价维度,为更好的实现教师学习质量提供有益参考。
[Abstract]:Teachers' learning promotes the development of teachers and is the source power of teachers' development. As a means of educational management, teachers' learning evaluation is the supporting point of educational management, and its evaluation results serve and guide the next stage of educational management. As a teacher, teachers shoulder the important task of improving the quality of education. As adults, teachers' learning carries on the demand of self-development. At present, the teacher learning evaluation in our country has neglected the development and process, attached importance to the evaluation goal and despised the teacher development; the evaluation standard is still, the evaluation method is monotonous, the multiple evaluation subject is absent, the evaluation result feedback is limited, the explanation of the evaluation result is limited. Some problems, such as deficiency of suggestion, loss of evaluation value make teachers' learning dissociate from the fundamental goal of teacher's development. Situational evaluation is essentially one of the newest forms of the fourth generation evaluation theory. The function of evaluation is to promote construction by evaluation, reform by evaluation, management by evaluation, combination of evaluation and construction, and emphasis on construction. It relies on the "real" situation, takes the teacher development as the basic goal, adopts the multi-adaptive evaluation method to grasp the real performance of the teacher's learning in the concrete situation, thus carries on the reasonable value judgment. Combined with the implementation of "National Education Plan" in China, based on the investigation of teacher learning evaluation, this paper examines the shortcomings of existing evaluation, applies situational evaluation to teacher learning, and explores the generating path of teacher learning evaluation. To provide a reference for achieving better results. This study mainly analyzes teachers' learning evaluation from five aspects: firstly, it examines the present situation of teachers' learning evaluation. A questionnaire and an interview outline were developed to investigate teachers and learners. Second, to explore the shortcomings and causes of teacher learning evaluation. Third, clarify the situational meaning of teacher learning evaluation, should approach and value orientation: based on the teacher development, placed in the context of the process evaluation, quantitative and qualitative, dynamic and static combination, pay attention to human personality care, Pay attention to the study of authenticity. Fourth, the model and design of teachers' learning situational evaluation. Grasp the construction goal, theoretical basis and principle, structure and elements of teachers' learning situational evaluation, advocate multiple subjects to participate in evaluation, and design a quantitative and qualitative evaluation standard guide with development as the purpose of evaluation. Taking "truthfulness" learning as the evaluation content, this paper combines the evaluation method of modern big data information technology, and finally realizes the feedback evaluation result of benign circle. By setting up situational learning activities and designing teacher learning situational evaluation programs, the effective evaluation of teachers' learning can be realized. Fifth, the conclusion of teachers' learning situational evaluation. This paper summarizes the research conclusions of teachers' learning situational evaluation, and puts forward the deficiency and prospect of teachers' learning situational evaluation. This study applies "situational evaluation" to the research field of teachers' learning, broadens a new dimension of cognitive evaluation, and provides a useful reference for the better realization of teachers' learning quality.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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