基于安德森认知目标分类框架的小学语文教学个案研究

发布时间：2018-06-07 19:05

本文选题：安德森认知目标分类框架 + 小学语文　；参考：《上海师范大学》2017年硕士论文

【摘要】：发展学生的认知能力历来是教师课堂教学的重要目标。我国新一轮基础课程改革提出了三维目标:知识与技能、过程与方法,情感态度价值观来衡量教育目标问题,以期能促进学生的全面发展,但这一论述并没有使教师对教育目标的问题清晰化。安德森认知目标分类框架指出,知识具有不同类型,认知能力具有不同层次,要从知识及认知过程两个维度来处理教育目标问题。而在实际教学中,有关知识与能力以及如何将广义上的知识与技能发展成学生的能力,仍然是困扰一线教师的难题。这就是本文关注的主要问题。本文选择以安德森认知教育目标分类框架为理论依据,以小学语文高段课程为切入点,选择某小学五年级的三个典型教例及三张单元测验卷,尝试运用安德森认知目标分类框架的知识维度及认知过程维度,对教师教学目标的设计、课堂提问的设计、课后作业的布置及单元测验卷的编制这四方面进行课堂观察和文本分析,以期发现这四方面在安德森两个维度下的分布情况。通过对以上四个方面的现状调查,基于安德森认知目标分类框架进行研究,发现不管是教学目标制定,课堂提问设计,作业布置还是测验评价上,都存在共性的问题:在知识维度以事实性知识和概念性知识为主,在认知过程维度以记忆、理解、运用这三个认知过程占主导,而作为高级认知过程的分析、评价和创造以及知识类型中的与高级思维技能相联系的程序性知识及反省认知知识涉及较少,而这些恰恰都是如今素质教育倡导的重要教育目标。知识维度,教师偏重具体形象知识,忽视抽象逻辑知识;认知过程维度,教师偏重低水平认知能力,忽视发展学生的高水平认知能力。基于现状调查中发现的问题,本文在最后一章针对性地提出了一些尝试性改进建议。分析现状调查中的三个典型教例,发现他们在知识维度及认知过程维度都存在教育目标水平定位较低的问题。因此结合三个典型教例,基于安德森认知目标分类框架,同样从教学目标制定,课堂提问设计,课后作业布置这三方面入手进行重新设计。在知识维度,不仅关注到前两类具体形象知识,也关注到后两类抽象逻辑知识以发展学生的抽象思维能力;在认知过程维度,不仅将注意力放在低认知水平的目标上,而且兼顾到高层级认知水平的目标,以期培养学生的创新精神和实践能力。在测验评价这方面,试图基于安德森认知目标分类框架,在之前三张单元测验卷的基础上,重新整合出一张新的测验卷进行改进,综合评价学生的学习水平。
[Abstract]:Developing students' cognitive ability has always been an important goal of classroom teaching. The new round of basic curriculum reform in our country has put forward three dimensional goals: knowledge and skill, process and method, emotion, attitude and values to measure the educational goal, in order to promote the students' all-round development. However, this statement does not make the teacher's problem of educational goals clear. Anderson's cognitive goal classification framework points out that there are different types of knowledge and different levels of cognitive ability, so we should deal with the problem of educational goals from the two dimensions of knowledge and cognitive process. In practical teaching, knowledge and ability, as well as how to develop knowledge and skills into students' ability in a broad sense, is still a difficult problem for first-line teachers. This is the main concern of this paper. Based on Anderson's cognitive education goal classification framework, this paper chooses three typical teaching examples and three unit test papers in grade 5 of a primary school. This paper attempts to use the knowledge dimension and cognitive process dimension of Anderson's cognitive goal classification framework to design the teaching objectives of teachers and the design of classroom questions. In order to find out the distribution of the four aspects in Anderson's two dimensions, classroom observation and text analysis are carried out on the four aspects of the assignment after class and the compilation of unit test papers. Through the investigation of the above four aspects, and based on Anderson's cognitive goal classification framework, it is found that whether it is the formulation of teaching objectives, the design of classroom questions, the assignment arrangement or the evaluation of tests, There are common problems: factual knowledge and conceptual knowledge dominate in the knowledge dimension, memory, understanding, and use of these three cognitive processes dominate in the cognitive process, and as an analysis of the advanced cognitive process, Evaluation and creation as well as the procedural knowledge associated with advanced thinking skills and reflective cognitive knowledge in the types of knowledge involve less, and these are precisely the important educational goals advocated by quality education nowadays. In knowledge dimension, teachers emphasize concrete image knowledge and ignore abstract logic knowledge; in cognitive process dimension, teachers pay more attention to low level cognitive ability and neglect to develop students' high level cognitive ability. Based on the problems found in the present investigation, this paper puts forward some tentative suggestions for improvement in the last chapter. By analyzing the three typical teaching cases in the survey, it is found that they have the problem of low level orientation of educational goals in the dimension of knowledge and cognitive process. Therefore, combining three typical teaching examples, based on Anderson cognitive goal classification framework, this paper also redesigns from the following three aspects: teaching goal formulation, classroom questioning design, and homework arrangement after class. In the dimension of knowledge, attention is paid not only to the first two kinds of concrete image knowledge, but also to the latter two kinds of abstract logic knowledge in order to develop students' abstract thinking ability. Moreover, the goal of high level cognition is taken into account in order to cultivate students' innovative spirit and practical ability. In the aspect of test evaluation, this paper attempts to integrate a new test paper based on Anderson's cognitive goal classification framework, based on the previous three unit test papers, to comprehensively evaluate the students' learning level.
【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】：G623.2

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