小学语文课堂中运用鼓励性评价的问题及改进

发布时间：2018-05-09 08:13

本文选题：教育评价 + 鼓励性评价　；参考：《湖南师范大学》2015年硕士论文

【摘要】：课改实施十几年,广大教师对小学语文课程有了新的认识和解读,在新课标理念的指引下,树立了新的教师观,学生观。这一可喜的改变体现在小学语文教学评价上,便是我们可以在课堂上得心应手,轻车熟路的运用鼓励性评价。但在运用的过程中也存在一些令人忧心的方面。鼓励性评价有利于激发学生学习兴趣,树立学习信心,形成正常的,高贵的,奋斗的,挺拔的人格品质。教师个人专业水平的成长及课堂教学效率的提高也是水到渠成,瓜熟蒂落的结果。因此,探讨小学语文课堂中鼓励性评价的问题及改进具有重要意义。本文通过实践观察和查阅资料了解到小学语文课堂中鼓励性评价运用中存在的问题。主要存在以下几个主要问题:1.形式主义严重2.消极性评价过多过滥3.对学生评价缺少具体的分析,失去导向作用。通过对小学语文课堂中有效鼓励性评价的表现进行分析认识到鼓励性评价表现形式及深刻的理论基础。最终总结出小学语文课堂鼓励性评价的三种变式:1.鼓励性口头语言评价2.鼓励性体态语言评价3.鼓励性的实物评价。基于小学语文课堂中鼓励性评价的运用情况,笔者对小学语文课堂中有效性鼓励评价案例进行分析:1.具体评价,让课堂教学更有效2.多元评价,让课堂教学更精彩3.幽默评价,让课堂教学锦上添花。在此基础上,笔者提出三条运用鼓励性评价的建议:1.爱学生是激励性评价的前提2.突出学生的主体地位3.适时适度的进行激励性评价。随着教师对小学语文课堂中的鼓励性评价认识的逐步深化及运用的深入,笔者认为小学语文课堂中鼓励性评价的未来发展趋势:1.评价内容从模糊走向具体2.评价主体从一元走向多元3.评价性质从消极走向积极4.评价方式从形式化走向实质化5.评价功能从终结性评价走向形成性评价。
[Abstract]:With the implementation of the curriculum reform for more than ten years, the majority of teachers have a new understanding and interpretation of the Chinese curriculum in primary schools, and under the guidance of the new curriculum standard, they have set up a new concept of teachers and students. This gratifying change is reflected in the evaluation of Chinese teaching in primary schools. However, there are some worrying aspects in the process of application. Encouraging evaluation is helpful to stimulate students' learning interest, build up learning confidence, and form normal, noble, struggling and upright personality quality. The growth of teachers' personal professional level and the improvement of classroom teaching efficiency are also the result of success. Therefore, it is of great significance to probe into the problem of encouraging evaluation in primary school Chinese classroom and improve it. Through practical observation and reference, this paper finds out the problems existing in the application of encouragement evaluation in primary school Chinese classroom. The main problems are as follows: 1. Formalism is serious. Negative evaluation is excessive and excessive. Lack of specific analysis of student evaluation, lose the role of guidance. Through the analysis of the performance of effective encouragement evaluation in primary school Chinese classroom, this paper finds out the manifestation and profound theoretical basis of incentive evaluation. Finally summarizes the primary school Chinese classroom incentive evaluation of three variants: 1. Encouraging verbal evaluation 2. Encouraging body language evaluation. An encouraging physical evaluation. Based on the application of incentive evaluation in primary school Chinese classroom, the author analyzes the case of effectiveness encouragement evaluation in primary school Chinese classroom. Concrete appraisal, let classroom teaching be more effective 2. Multiple evaluation, let the classroom teaching more wonderful 3. Humorous evaluation, so that classroom teaching icing on the cake. On this basis, the author puts forward three suggestions to use encouraging evaluation: 1. Love students is the premise of motivational evaluation 2. Highlight the main position of the students. Timely and appropriate incentive evaluation. With the deepening of teachers' understanding and application of encouragement evaluation in primary school Chinese classroom, the author thinks that the future development trend of encouraging evaluation in primary school Chinese classroom is: 1. Evaluation content from fuzzy to specific 2. The main body of evaluation moves from monism to pluralism. The nature of evaluation changes from negative to positive. The evaluation method is from formalization to materialization. The function of evaluation is from summative evaluation to formative evaluation.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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