综合素质评价纳入高考招生体系研究

发布时间：2018-06-16 02:28

本文选题：综合素质评价 + 纳入高考招生体系　；参考：《河北师范大学》2012年硕士论文

【摘要】：2004年9月开始，部分省份的普通高中作为试点率先实施新课程，新一轮的高考改革由此开始。最为突出的是各省份对于招生录取方式的改革，纷纷在高考评价体系中纳入了学生的综合素质评价。而综合素质评价在高校招生录取中的应用存在着许多亟待解决的问题，引发了较多的争议，成为了各方关注的焦点。因此，借鉴国外的实践经验，全面分析我国在高考中纳入综合素质评价的各种尝试，找出存在的问题和不足，结合普通高中学生对于综合素质评价纳入高考的态度需求，提出相应的对策建议，从而使综合素质评价更加科学合理的纳入到高考中去。目前对于高考中纳入综合素质评价的研究还不够充实和丰富，研究深度也仅仅停留在表面层次。为此，开展综合素质评价纳入高考招生体系研究，有助于相关理论研究的深入扩展和进一步完善。在研究过程中主要运用了文献法，问卷调查法和访谈调查法。通过梳理相关文献发现，国外许多高校在招生录取过程中，，不仅看重学生的学业成绩，更关注学生的个性特点、兴趣、能力等综合素质。具体表现在，将综合素质作为高校录取选拔的标准之一；将综合素质列为大学招生考试的内容；建立了高考总分与综合考评相结合的录取选拔体系；高校具有高度的自主权，可自行制定综合素质评价的录取标准。而通过了解普通高中学生对于综合素质评价纳入高考的态度需求发现，学生比较认可将综合素质纳入到高考招生体系当中。就评价主体而言，学生普遍支持由多个机构共同参与高考中的综合素质评价，以高中学校为主导，高校和行政招考部门都有权参与进来。对于学校开展的综合素质评价，学生也认为应该建立一个多元评价小组，除了教师之外，学生们希望家长、学生自己也能参与其中，且十分重视多元评价小组的主导作用。同时学生也提出了自己的相关需求，如纳入标准由国家行政招考部门统一制定，纳入内容应该包括教育部规定的全部六方面内容且要以道德品质和学习能力为主，采用评语与材料相结合的形式呈现评价结果，并按一定的比例计入高考成绩，或者是将其作为“特招”和“自主招生”的录取依据。结合国外的先进经验和普通高中学生的态度需求，建议在高考中纳入综合素质评价时，首先要创设一个适宜的纳入环境。通过加强制度建设、细化评价内容及标准、提高可操作性等措施来进一步完善普通高中综合素质评价。同时借鉴国外高考中综合素质评价的实践经验，根据本国国情因地制宜地进行。其次要建立一个良好的纳入机制。确立多元化的评价主体，处理好主体间的关系；科学地设置纳入标准，确定公平合理的纳入内容；采取多样化的形式呈现结果，并选择合理适宜的形式运用结果。
[Abstract]:Starting from September 2004, ordinary high schools in some provinces took the lead in implementing the new curriculum as a pilot, and a new round of college entrance examination reform began. The most prominent one is the reform of enrollment and admission methods in each province, which includes the comprehensive quality evaluation of students in the evaluation system of college entrance examination one after another. There are many problems to be solved in the application of comprehensive quality evaluation in the enrollment of colleges and universities, which have aroused more controversy and become the focus of attention. Therefore, draw lessons from the foreign practice experience, comprehensively analyze all kinds of attempts to integrate the comprehensive quality evaluation in the college entrance examination in our country, find out the existing problems and deficiencies, and combine the attitude demand of the ordinary senior high school students to the comprehensive quality evaluation into the college entrance examination. The corresponding countermeasures and suggestions are put forward so that the comprehensive quality evaluation can be brought into the college entrance examination more scientifically and reasonably. At present, the research on the comprehensive quality evaluation in the college entrance examination is not sufficient and rich, and the research depth only stays at the surface level. Therefore, it is helpful for the further expansion and further improvement of relevant theoretical research to carry out comprehensive quality evaluation into the study of college entrance examination enrollment system. In the course of the research, mainly used the literature method, questionnaire survey and interview method. Through combing the relevant literature, it is found that many foreign colleges and universities not only attach importance to the students' academic achievements, but also pay more attention to the students' personality characteristics, interests, abilities and other comprehensive qualities in the process of enrollment. In particular, comprehensive quality is regarded as one of the criteria for admission and selection in colleges and universities; comprehensive quality is included in the contents of the college entrance examination; a system of admission and selection is established that combines the total score of the college entrance examination with the comprehensive evaluation; the university has a high degree of autonomy. The admission standard of comprehensive quality evaluation can be formulated by oneself. Through the understanding of the general high school students' attitude demand for the comprehensive quality evaluation into the college entrance examination, it is found that the students relatively agree to bring the comprehensive quality into the college entrance examination enrollment system. As far as the evaluation subject is concerned, the students generally support the participation of many institutions in the comprehensive quality evaluation of the college entrance examination, with the senior high school as the main body, and the university and the administrative examination department having the right to participate in the evaluation. For the comprehensive quality evaluation, students also think that a multi-evaluation group should be set up. Besides the teachers, the students hope that their parents and students themselves can participate in it, and attach great importance to the leading role of the multi-evaluation group. At the same time, the students also put forward their own relevant needs. For example, the inclusion criteria should be formulated by the national administrative recruitment department in a unified manner. The inclusion content should include all six aspects stipulated by the Ministry of Education, and should be based on moral quality and learning ability. The evaluation results are presented in the form of combination of comments and materials, and the results of college entrance examination are counted in a certain proportion, or as the admission basis of "special enrollment" and "independent enrollment". Combined with the advanced experience of foreign countries and the attitude demand of the ordinary senior high school students, it is suggested that when the comprehensive quality evaluation is included in the college entrance examination, a suitable inclusion environment should be created first. Through strengthening the system construction, refining the evaluation contents and standards, improving the maneuverability and other measures to further improve the general high school comprehensive quality evaluation. At the same time, draw lessons from the practical experience of comprehensive quality evaluation in foreign college entrance examination, according to the local conditions. Secondly, it is necessary to establish a good integration mechanism. To establish a diversified evaluation subject, deal with the relationship between the subjects; scientifically set the inclusion criteria, determine the fair and reasonable inclusion content; take a variety of forms to present the results, and choose a reasonable and appropriate form to use the results.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G647.32

【参考文献】