小学低年段无分数评价调查研究

发布时间：2018-05-28 23:22

本文选题：小学低年段 + 分数　；参考：《南京师范大学》2015年硕士论文

【摘要】：教育评价一直是教育界备受关注的问题,评价作为一种教育手段,其最终目的应该是促进学生的发展。但由于长期受到应试教育的影响,传统的分数评价已成为教育评价的一种惯用模式。当评价一个学生的优劣时,大家关注的是学生的学业成绩,把分数当做评价学生的唯一标准。这种单一的评价方式产生了过重的学习压力,阻碍了学生的全面发展。无分数评价的出现,是对应试教育日渐显性化的教育弊端进行深刻反思的结果,是为寻找教育评价的本质：促进人的发展。通过对无分数评价相关文献的梳理发现,当前对无分数评价的研究集中于对无分数评价体系的介绍,而对无分数评价实施的研究较少。因此本研究主要从无分数评价在实际教学中的实施状况以及对小学教师的调查研究两方面切入,以期进一步了解无分数评价的发展状况与可持续发展性。本研究选取南京市某所小学为研究对象,采取教师访谈的方式,就教师对无分数评价的认识展开调查研究。调查结果显示,教师们虽然对无分数评价的看法褒贬不一,但都对其评价理念予以不同程度的认可,这说明无分数评价在我国有其实施的可能性,如何将这样的教育理念有效地贯彻于具体的评价过程值得我们进一步探讨。通过对无分数评价实施状况的探析以及对教师的访谈调查,笔者认为要提升无分数评价的可行性、可操作性及可推广性,可以从以下几点着手：建立建全相关的组织机构,对教育评价者进行相关培训,确保其业务能力与水平；建立科学全面的无分数评价体系,制定明确而细化的评价标准；为学生建立成长档案,展现学生学习生活的全貌；加大政策上的支持力度,为无分数评价创设良好的实施环境。
[Abstract]:Educational evaluation has always been a problem of great concern in educational circles. As a means of education, its ultimate goal should be to promote the development of students. However, due to the impact of examination-oriented education for a long time, the traditional score evaluation has become a common mode of educational evaluation. When evaluating a student's merits and demerits, attention is paid to the student's academic achievement and the score is regarded as the sole criterion for evaluating the student. This kind of single evaluation way produces the heavy study pressure, hinders the student's overall development. The appearance of non-score evaluation is the result of deep reflection on the increasingly dominant educational malpractice of exam-oriented education, and is to find out the essence of educational evaluation: to promote the development of human beings. Through the review of relevant literature on non-score evaluation, it is found that the current research on non-score evaluation focuses on the introduction of non-score evaluation system, but less on the implementation of non-score evaluation. Therefore, this study mainly from the implementation of non-score evaluation in practical teaching and the investigation and study of primary school teachers two aspects, in order to further understand the development of non-score evaluation and sustainable development. In this study, a primary school in Nanjing was selected as the research object, and teachers' cognition of non-score evaluation was investigated by means of teachers' interview. The results of the survey show that although teachers have different opinions on non-score evaluation, they all agree to their evaluation ideas to varying degrees, which indicates that non-score evaluation is possible to be implemented in our country. How to carry out this kind of educational idea effectively in the concrete evaluation process is worth our further discussion. Based on the analysis of the implementation of non-score evaluation and the interview with teachers, the author thinks that in order to improve the feasibility, maneuverability and extensibility of non-score evaluation, we can start from the following points: to establish a complete related organization, Carry on the relevant training to the educational appraiser, ensure its professional ability and level; establish a scientific and comprehensive evaluation system without score, formulate clear and detailed evaluation standard, establish the growth file for the student, show the whole picture of the student's study and life; Increase policy support to create a good implementation environment for non-score 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】：G622.0

【参考文献】