基于教师知识观转型的小学课堂即时评价研究

发布时间：2018-03-30 18:16

本文选题：课堂即时评价　切入点：教师知识观　出处：《渤海大学》2017年硕士论文

【摘要】：在当前国家大力提倡培养核心素养的背景下,如何将课堂知识传授的过程转变成素养养成的过程,是每一位专家学者及一线教学工作者必然要面临的问题。而即时评价作为指导整个课堂教学活动的核心要素,是学生跨越知识走向素养的桥梁,在促进学生习得素养、全面发展方面具有不可替代的作用。同时,素养的养成离不开知识的学习,但教师对知识的看法如何将影响课堂即时评价的功能是否有效发挥,从而影响学生知识学习的效果。鉴于此,论文选择基于教师知识观转型的视角,综合运用文献研究法、访谈法、课堂观察法,从理论探究与实证调研两方面来探讨小学课堂即时评价的改善问题,即良好的知识观有利于从根本上改善课堂即时评价的弊病。论文分五部分,具体框架如下:第一部分,导论。主要介绍了选题的依据与核心概念的界定,在对文献整理分析的基础上综述了国内外相关研究现状,并对本研究的理论基础做了具体阐述,最后简要说明了研究目的及意义。第二部分,理论研究。通过对已有研究成果的深度剖析,厘清了当代教师知识观转型在知识本质观、知识价值观、知识获得观等方面的主要表征,并在此基础上深入探析了教师知识观转型对即时评价的影响机制,凸显教师知识观转型对课堂即时评价转变的重要性。第三部分,理论研究。通过探究在知识观转型视角下当代课堂评价的总体价值走向,进一步对基于知识观转型视域的当代课堂即时评价在评价目的、评价内容、评价对象、评价语言、评价形式、评价标准等具体维度的应然状态作出了具体阐述。第四部分,实证研究。通过课堂观察、访谈等方式,对小学教师的课堂即时评价现状进行了实践调研。根据课堂观察实录与师生访谈的调研结果,从认知状况与应用现状两个方面对小学课堂即时评价的现状作出基于教师知识观层面的质性描述分析,并进行了归因探析。第五部分,优化策略。结合问题产生的原因,基于教师知识观转型的视角从环境、观念、技能三个层面提出了促使小学课堂即时评价优化的策略。
[Abstract]:Under the background of promoting the cultivation of core literacy, how to transform the teaching process of classroom knowledge into the process of cultivation of literacy is an inevitable problem for every expert and scholar as well as first-line teaching workers.As the core element of guiding the whole classroom teaching activities, instant evaluation is the bridge for students to stride knowledge to literacy, and plays an irreplaceable role in promoting students' acquisition literacy and all-round development.At the same time, the cultivation of literacy is inseparable from the learning of knowledge, but how teachers' views on knowledge will affect whether the function of classroom immediate evaluation can be effectively played, thus affecting the effect of students' knowledge learning.In view of this, the thesis chooses the angle of view of teachers' knowledge transformation, synthetically applies literature research, interview and classroom observation to discuss the improvement of classroom instant evaluation in primary school from two aspects: theoretical research and empirical investigation.That is, a good view of knowledge is conducive to the fundamental improvement of classroom evaluation of the drawbacks.The paper is divided into five parts, the specific framework is as follows: the first part, introduction.This paper mainly introduces the basis of selecting the topic and the definition of the core concept, summarizes the current research situation at home and abroad on the basis of literature collation and analysis, and expounds the theoretical basis of this research in detail, and finally briefly explains the purpose and significance of the research.The second part, theoretical research.Through the deep analysis of the existing research results, this paper clarifies the main representations of the transformation of contemporary teachers' view of knowledge in the aspects of knowledge essence view, knowledge value view, knowledge acquisition view and so on.On the basis of this, the author deeply analyzes the influence mechanism of teachers' knowledge view transformation on immediate evaluation, and highlights the importance of teachers' knowledge view transformation to classroom immediate evaluation.The third part, theoretical research.By exploring the general value trend of contemporary classroom evaluation from the perspective of transformation of knowledge view, this paper further explores the evaluation purpose, content, object, language and form of immediate evaluation of contemporary classroom based on the perspective of transformation of knowledge view.Evaluation criteria and other specific dimensions of the state of the ought to make a specific elaboration.The fourth part, empirical research.Through classroom observation and interview, the present situation of classroom evaluation of primary school teachers is investigated.Based on the results of classroom observation and interviews between teachers and students, this paper makes qualitative description and analysis of the present situation of classroom instant evaluation in primary schools based on teachers' view of knowledge from the two aspects of cognition and application, and makes an analysis of attribution.The fifth part, optimization strategy.Combined with the causes of the problem, this paper puts forward the strategies to promote the optimization of classroom immediate evaluation in primary schools from the perspective of teachers' knowledge transformation from three aspects: environment, concept and skills.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.4

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