艾斯纳教育鉴赏与教育批评理论在小学作文评价中的应用研究

发布时间：2018-05-27 10:42

本文选题：小学作文评价 + 艾斯纳　；参考：《南京师范大学》2015年硕士论文

【摘要】：教育作为促进社会发展的重要手段,它的发展离不开教育评价。没有教育评价就无法衡量教育目标的落实情况,更无法进行下一步的教育教学改革。语文是人文性与工具性相统一的一门具有综合性和实践性的学科,其中写作是语文教学的重要组成部分。实际上对小学生作文的评价无论是对小学生的作文写作还是孩子的成长发展都会产生巨大的影响,但是目前存在的很多教育评价方式,多以崇尚科学的量化评价为主,加上功利主义的驱使评价更注重“量的统一性”。艾斯纳的教育鉴赏与教育批评作为反对量化评价的代表,给目前的教育评价增添了一丝色彩,形成质性评价的典型理论。笔者基于对小学语文教学中的作文评价的学习和研究,全面分析艾斯纳教育鉴赏与教育批评理论,通过收集鉴赏资料,用教育批评的四个部分对学生的作文进行评价,改变过去作文评价的量化的规则。实习两个月期间通过观察、访谈和行动研究的形式进行教育鉴赏与教育批评理论的实践。论文共分为五部分,第一部分主要阐明了研究缘由、研究意义及研究综述。第二章分析了目前小学作文评价的现状,通过查阅相关文献,了解新课改以来小学作文评价变化与改革,同时结合实习经验,将所在实习班级的作文评价状况进行总结概括,从而为接下来理论的运用打下了基础。第三章对艾斯纳教育鉴赏与教育批评理论进行了全面的分析解释,深入研究教育鉴赏、教育批评以及两者之间的关系。第四章与第五章是本论文的核心部分,即将教育鉴赏与教育批评运用到实际的作文评价工作中,首先基于教育鉴赏是一个对细微教育细节的感知这一过程,收集鉴赏资料,作为教育评价的前提条件。在所选定的研究对象做了一定的鉴赏资料收集和教育批评后通过访谈得到同学们的反馈,最后对目前的作文评价提出建议。
[Abstract]:Education as an important means to promote social development, its development can not be separated from educational evaluation. Without educational evaluation, we can not measure the implementation of educational goals, nor can we carry out the next education reform. Chinese is a comprehensive and practical subject with the unity of humanism and instrumentality, in which writing is an important part of Chinese teaching. In fact, the evaluation of the composition of primary school students will have a great impact on the composition writing of pupils and the growth and development of the children. However, many of the educational evaluation methods currently exist are mainly based on the scientific quantitative evaluation. Combined with utilitarianism, the evaluation pays more attention to the unity of quantity. The educational appreciation and criticism of Eisner, as representatives against quantitative evaluation, add a trace of color to the present educational evaluation and form a typical theory of qualitative evaluation. Based on the study and research of composition evaluation in primary school Chinese teaching, the author comprehensively analyzes the theory of Eisner educational appreciation and educational criticism, and evaluates students' composition with four parts of educational criticism through collecting appreciation materials. Change the quantitative rules of past composition evaluation. Practice of educational appreciation and educational criticism theory through observation, interview and action research. The thesis is divided into five parts. The first part mainly expounds the research reason, research significance and research summary. The second chapter analyzes the current situation of primary school composition evaluation, through consulting relevant literature, to understand the changes and reforms of primary school composition evaluation since the new curriculum reform, at the same time, combined with the practice experience, the thesis summarizes the composition evaluation status of the practice class. Thus laid the foundation for the application of the following theory. The third chapter makes a comprehensive analysis and explanation of the theory of Eisner education appreciation and education criticism, and deeply studies the educational appreciation, educational criticism and the relationship between them. The fourth and fifth chapters are the core part of this thesis, that is to say, education appreciation and educational criticism are applied to the actual composition evaluation. Firstly, based on the fact that education appreciation is a process of perceiving the fine details of education, we collect appreciation materials. As a prerequisite for educational evaluation. After the selected research object has made some appreciation data collection and educational criticism, we can get the feedback from the students through interviews, and finally put forward some suggestions to the current composition evaluation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.24

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