沪教版小学数学低年级过程性评价实践研究

发布时间：2018-04-24 23:06

本文选题：小学数学 + 低年级　；参考：《上海师范大学》2017年硕士论文

【摘要】：上海作为中国教育改革的前沿阵地,在已有的中小学课程计划中已经严格要求小学低年级(一年级和二年级)不允许留书面家庭作业;小学阶段不进行期中考试或考查;小学不允许小学一、二年级进行期末考查,其中一年级不得进行书面考查。而笔者所执教的这一届学生正逢市教委发布的这项新举措,在这样的背景下,“考试”作为传统的学业评价方式,与现行的教育体制已经显得有些格格不入。我们需要一套全新的过程性评价方案,能够在新的背景下,结合教学的实际需要对学生进行合适的,合理的评价。本次研究结合相关教育理论知识,以上海市教委制定的《新课程标准》及《小学低学段评价指南》为引领,以笔者所在的上海市某区一所公办小学的低年级三个班级为实验对象。通过两年来的课堂实践,探讨小学数学低年级学段过程性评价有效实施的基本途径、效果以及实施策略。并整理归纳了一年级到二年级不同学段不同类型的过程性评价案例集,也希望给同行老师们一些参考和借鉴。本文分为五个章节,其中第一章主要阐述了新课程背景下,结合当今上海市基础教育教学实际需要,过程性评价的实施显得尤为重要。第二章为现阶段小学数学过程性平价的相关研究和成果综述。第三章主要是小学数学过程性评价的研究方案,包括研究问题和研究步骤及策略。第四章主要是两年来笔者在教学中,不同类型过程性评价的实践案例和学生、家长和老师的反馈。第五章为本文的总结,概述了过程性评价的优势与进一步研究的方向。在小学低年段的数学课堂中,关注学习过程性的评价更利于激发学生学习兴趣,培养学生的数学学习习惯。过程性评价更能体现个体化学生的数学学习情况,过程性评价还让更多的角色参与到评价过程中。同时,过程性评价的有效实施,符合小学低年段学生的学情,也避免学生陷入题海战术中。过程性评价还更有利于学生合作学习,提高其解决问题的能力,真正地提高学生学习过程中的数学素养。
[Abstract]:Shanghai, as the front line of China's education reform, has strictly stipulated in the existing curriculum plans of primary and secondary schools that no written homework is allowed in the lower grades (first and second grades), and that there is no midterm examination or examination in primary school; The first and second grades of primary school are not allowed for final examination, and the first grade is not allowed to be examined in writing. Under this background, "examination", as a traditional way of academic evaluation, is out of step with the current education system. We need a new process evaluation scheme, which can evaluate the students properly and reasonably under the new background and the actual needs of teaching. This study combined with relevant education theory knowledge, with the Shanghai Education Commission formulated the New Curriculum Standards and "Primary School low level Evaluation Guide" as the guide. This paper takes three classes in a public primary school in a district of Shanghai as the experimental object. Based on the classroom practice in the past two years, this paper discusses the basic approaches, effects and implementation strategies for the effective implementation of the process evaluation of the lower grades of mathematics in primary schools. It also summarizes the case set of different types of process evaluation from grade one to grade two, and also hopes to give some reference and reference to the teachers. This paper is divided into five chapters, the first chapter mainly elaborated the background of the new curriculum, combined with the actual needs of basic education teaching in Shanghai today, the implementation of process evaluation is particularly important. The second chapter is the current primary school mathematics process parity related research and summary. The third chapter is the primary school mathematics process evaluation research program, including research problems and research steps and strategies. The fourth chapter is mainly about the practice cases of different types of process evaluation and feedback from students, parents and teachers in the past two years. The fifth chapter is the summary of this paper, summarizes the advantages of process evaluation and the direction of further research. In the mathematics classroom in the junior stage of primary school, paying attention to the evaluation of learning process is more helpful to stimulate students' interest in learning and cultivate students' learning habits. Process evaluation can better reflect individual students' mathematics learning, and process evaluation also allows more roles to participate in the evaluation process. At the same time, the effective implementation of the process evaluation accords with the learning situation of the junior primary school students, and also avoids the students from falling into the tactics of inscription. Process evaluation is also more conducive to cooperative learning, improve their ability to solve problems, and truly improve students' mathematics literacy in the process of learning.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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