差异发展教学理念下高校课程考试改进研究

发布时间：2018-05-02 09:48

本文选题：差异发展 + 差异教学　；参考：《华中师范大学》2014年硕士论文

【摘要】：考试问题一直吸引着众多学者的关注和讨论,对于考试问题的研究也层出不穷。在对此问题探讨上学者们从不同的研究视角,研究方法出发,都试图对考试问题进行深入剖析并提出相应的改进策略。然而现阶段,对于考试的分类繁多,范畴界定较为模糊,按其功能、目的、结果不同考试被分为不同种类,概念的模糊为研究带来了一定的困难,因此在探讨问题前我们首先按照领域不同将考试分为教育领域的考试和社会考试两大类。从之前丰富的研究文献中可以看出现阶段对于选拔性考试的研究颇多,高校课程考试并未得到重视。高校作为未来人才培养的摇篮,课程考试作为高等人才培养的重要组成部分,在培养个性化人才和实现人的差异化发展中具有不可替代的作用。高等教育在科技迅速发展和新的时代背景下对高校教学及考试提出了新的要求,课程考试在适应高教发展中必须不断自我完善和调整以适应时代发展。从目前高校人才培养质量和课程考试的现状来看,课程考试作为检验学生学习情况的工具已经凸显出大量问题。无论是教师还是学生都把课程考试作为教学的终点,课程考试被教师认为是教学活动结束和教学任务完成的标志,学生抱着应付的态度对待考试。考试已经失去了它应有的指导和改进教学功能,并且极大的挫伤了学生学习主动性和自主性。此类现象引发了个人的思考和关注,希望通过对高校考试的研究,不仅可以深化对高校课程考试的理性认识,完善系统理论知识,还可以让我们对于课程考试这一实践性活动有更多的了解和认识,通过不同的角度和视野,有利于我们用理性、科学的态度处理和改善考试中存在的问题。本文是建立在差异发展教学理念基础上,差异发展教学理念不仅有马克思主义关于人的全面发展、建构主义学习观等坚实的理论基础,并且有一定的现实诉求,是最终实现教育公平的重要手段。文章通过运用问卷调查及访谈等方式了解目前高校课程考试中存在的弊端：学生片面追求高分,忽视对知识的掌握和个人的成长发展,学校扭曲了教育目的和人才培养方向；考试内容局限于教材,无法开拓学生的眼界和视野；课程考试方式单一,忽视学生的主体性和差异发展；考试监管制度不够完善,甚至出现舞弊现象,严重干扰教学秩序。通过对考试中存在的问题透视,从考试和教学的关系分析,考试的基本功能是为了指导和改进教学,考试的根本目的是为了促进学生主体性的个性化、差异化发展。在此基础上意识到以考促教才是保证教育系统正常运转的前提。通过深入分析问题根源,认为高校课程考试与教学不和谐的背后是由以下原因导致：思想观念层面,教师、学生、教育管理者对考试观念的滞后,认为考试是教学活动结束的标志,并未深入了解考试背后分数的意义；技术操作层面,目前高校课程考试以教师自主命题为主,因此考试的内容、形式及评判标准主要以容易受各科授课教师的自身教学水平影响；管理层面,缺乏相应的考试监管部门和考试管理制度保障。最后,通过比较和借鉴英美发达国家的考试方法提出了部分改进设想：教育管理者、教师、学生都要转变传统的考试观,树立差异发展的教学理念和科学考试观；建立多层次多样化考试形式以适应不同的专业体系和学科特色；对于考试内容和考核方式的充实和创新,以适应学生心理特点和知识构架体系的构建；考试评估方式的优化和升级；建立科学完善的考试评价体系,全面掌握学生学习不同阶段的进度和知识完整度并根据反馈做出相应调整,以适应学生学习过程的心理变化,发挥指引和导向作用。
[Abstract]:The examination problem has attracted a lot of scholars ' attention and discussion , and the research on the examination problem is not very poor . In this paper , the author tries to deeply analyze the examination questions and put forward the corresponding improvement strategies .

With the rapid development of science and technology and the new era background , higher education puts forward new demands on the teaching and examination of colleges and universities .

This paper is based on the concept of differential development teaching , which not only has the solid theoretical foundation of Marxism on man ' s comprehensive development , constructivist learning view , but also has certain realistic appeal and is an important means to realize the fairness of education .
The content of examination is limited to the teaching material , which can ' t open up the students ' horizons and horizons ;
The curriculum examination method is single , ignoring the student ' s subjectivity and the difference development ;
The examination and supervision system is not perfect , even the phenomenon of fraud , which seriously interferes with the teaching order .

Through the analysis of the relationship between the examination and the teaching , the basic function of the examination is to guide and improve the teaching . The basic purpose of the examination is to promote the individual and differentiated development of the students ' subjectivity .
At the level of technical operation , the current college curriculum examination is based on the teacher ' s independent proposition , so the content , form and evaluation criteria of the examination are mainly influenced by the self - teaching level of the teachers in various subjects ;
Management level , lack of corresponding test supervision department and examination management system guarantee .

Finally , by comparing and using the examination method of British and American developed countries , some improvement ideas are put forward : education administrators , teachers and students should change the traditional examination view , and set up the teaching concept and the scientific examination view of the difference development ;
Establish a multi - level diversified examination form to adapt to different professional systems and disciplines ;
To enrich and innovate the examination content and the examination method , to adapt to the students ' psychological characteristics and the construction of the knowledge framework system ;
The optimization and upgrading of the examination and evaluation mode ;
Establish a scientific and perfect examination and evaluation system , fully master the progress and knowledge completeness of different stages of students ' learning , and make corresponding adjustment according to the feedback so as to adapt to the psychological change of the students ' learning process , and to exert guidance and guidance .

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G642.474

【参考文献】