信息化环境下大学生理解水平评价研究

发布时间：2018-06-03 08:08

本文选题：理解水平 + 学习评价　；参考：《江南大学》2016年硕士论文

【摘要】：信息化教育进程中学习评价依然存在着种种问题:注重知识记忆能力、重在考查事实性内容、以总结性评价为主等。鉴于当前学习评价现状与学生发展的背离,本研究从学习的本质出发,呼吁学习评价向理解转型。大学生是国家未来发展和进步不可或缺的人才,大学生的学习效果和知识水平关系着社会的发展。因此,本研究旨在解决“教育教学中的大学生理解水平评价是什么”及“如何在教育教学中有效评价大学生理解水平”。围绕理解的学习评价追求学生对知识的深度理解,以核心知识为评价载体,以学生理解水平为评价标准,以信息技术创设促进理解的评价环境从而持续性的评估整个学习过程。学生所掌握的知识结构及学生已有的认知结构是反映学生理解水平的重要标志。评价学生理解水平的关键是从外显的学习行为结果来反映学生的认知结构。Biggs和Collis教授提出的structure of observed learning outcome(SOLO)可观察的学习结果分类理论将学生认知水平通过可观察的学习行为结果进行评判,并将理解水平从低到高分为前结构水平、单点结构水平、多点结构水平、关联结构水平和抽象扩展结构水平。以大学生在回答专业问题时习惯采用的答案类型(文本、表格、图形)为一级指标,以SOLO分类理论中各理解层级为二级指标,结合各层级的答案特征组成大学生理解水平评价框架。之后,基于德尔菲法,笔者构建了大学生理解水平评价框架。确定评价框架后,选取《教育技术学新生研讨课》为案例,从如何设计评价内容、分析先前理解水平、学后理解水平等方面提供了评价框架的具体应用示例。理解水平评价虽然困难且复杂,但是学习评价围绕理解转型是十分必要的。本研究最终得到的结论有以下三点:首先,SOLO分类理论与理解性学习理论结合能较为清晰的反应学生的理解层级。其次,理解水平评价框架能有效地评价学生不同理解表征下的理解水平。最后,围绕理解的学习评价能为学生个体提供较为完整的过程性评价。此外,选取《教育技术学新生研讨课》进行评价框架的应用研究,也为后续理解评价实证研究提供了范本。
[Abstract]:There are still many problems in learning evaluation in the process of information education, such as paying attention to the ability of knowledge and memory, checking the factual content, and giving priority to the summative evaluation and so on. In view of the deviation between the present situation of learning evaluation and the development of students, this study calls for the transition from learning evaluation to understanding from the essence of learning. College students are indispensable talents for the future development and progress of our country. The learning effect and knowledge level of college students are related to the development of society. Therefore, the purpose of this study is to solve the problem of "what is the evaluation of college students' understanding level in education and teaching" and "how to evaluate the level of college students' understanding effectively in education and teaching". The learning evaluation around understanding pursues the students' deep understanding of knowledge, taking core knowledge as the evaluation carrier, taking the level of students' understanding as the evaluation standard, creating an evaluation environment to promote understanding by information technology, so as to evaluate the whole learning process continuously. Students' knowledge structure and their existing cognitive structure are important indicators of students' understanding level. The key to evaluate the students' understanding level is to reflect the students' cognitive structure from explicit learning behavior results. Biggs and structure of observed learning outcome low) the observable learning result classification theory, which classifies the students' cognitive level through observable. The results of learning behavior were evaluated, The level of understanding from low to high is divided into pre-structure level, single-point structure level, multi-point structure level, correlation structure level and abstract extended structure level. Taking the type of answers (text, table, graph) used by college students in answering professional questions as the first level index, and taking each level of understanding in SOLO classification theory as the second level index, Combined with the characteristics of each level of answers, the evaluation framework of college students' understanding level is formed. Then, based on Delphi method, the author constructs the evaluation framework of college students'understanding level. After determining the evaluation framework, this paper selects "Educational Technology freshmen Seminar" as a case study, and provides concrete application examples of the evaluation framework from the aspects of how to design the evaluation content, analyze the previous understanding level and the post-learning understanding level, etc. Although the evaluation of understanding level is difficult and complex, it is necessary for learning evaluation to revolve around the transformation of understanding. The final conclusions of this study are as follows: firstly, the combination of Solo classification theory and understanding learning theory can clearly reflect the level of students' understanding. Secondly, the evaluation framework of understanding level can effectively evaluate the understanding level of students under different understanding representations. Finally, the learning evaluation around understanding can provide a complete process evaluation for individual students. In addition, the applied research on the evaluation framework of "Educational Technology freshmen Seminar" provides a model for further empirical research on understanding and evaluation.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G434

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