小学语文开放式教学D-H学习评价模式研究

发布时间：2018-07-04 15:43

本文选题：开放式教学 + 学习评价　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：随着经济的发展,时代的进步,社会对人才的需求越来越多元化。旧的教育,以应试的方式选拔人才,所有人才的培养采用统一标准,导致一些人才出现高智低能的现象。改革开放以后,我国教育部开始注重全方位发展的人才培养。2001年,我国基础教育实行新的课程标准,注重人才的创新性思维和实践性能力的发展与培养,课堂教学也由教师为主导地位转向学生的主体地位,在开放式的教学方式下,注重学生个性发展。对学生的评价,取缔了旧的终结性评价方式,现在更注重学生的过程性发展状况的评价。本文根据课改以后,开放式教学下,对学生的评价发生的转变,结合一些学者关于学习评价的研究,提出了D-H评价模式。本文采用文献综述法、个案法、调查法和观察法,研究D-H评价模式,从理论基础、模式构建、模式应用和模式评价四大模块对评价模式进行研究分析。D-H评价是建立在建构主义和分布式认知理论的基础上,结合课程标准对被评价者采用的一种多元化、分层次的评价。本研究中,共有五位评价主体,包括班主任、副班主任、自评、小组成员和家长,从不同角度对学生进行评价,对学生学习发展状况的反馈评价更能够贴近学生的实际发展水平。评价层次根据评价内容和课程标准划分成三个等级,评价主体根据被评价者的实际表现给予相应等级的评价,不同的评价主体有不同的评价内容,但是同一评价内容可能在不同评价主体之间存在交互现象。D-H评价模式,能够对学生的学习情况进行全方位、多层次的评价,该评价中注重了学生的学习过程评价,同时也注重了学生的学习结果评价。D-H学习评价结果,不是给学生进行综合排名,而是对学生的学习情况进行反馈,为教师根据学生的不同情况实施个性化教学提供依据。目的是根据学生的不同学习状况,提出可发展的培养方向,促进学生个体能力的纵向发展。
[Abstract]:With the development of economy and the progress of the times, the social demand for talents is becoming more and more diversified. In the old education, talents were selected by examination-oriented way, and all talents were trained according to the unified standard, which led to the phenomenon of high intelligence and low ability of some talents. Since the reform and opening up, the Ministry of Education of our country has begun to pay attention to the all-round development of talents. In 2001, the basic education of our country implemented the new curriculum standard, paid attention to the development and cultivation of innovative thinking and practical ability of talents. Classroom teaching has also changed from teacher-oriented position to student's main position. Under the open teaching mode, it pays attention to the development of students' personality. The evaluation of students has outlawed the old summative evaluation method, and now pays more attention to the evaluation of students' process development. According to the change of students' evaluation after the course reform and the open teaching, this paper puts forward the D-H evaluation model combined with some scholars' research on learning evaluation. This paper uses literature review method, case method, investigation method and observation method to study D-H evaluation model. The research and analysis of the evaluation model based on the four modules of pattern application and pattern evaluation. D-H evaluation is based on constructivism and distributed cognitive theory. It is a kind of pluralistic and hierarchical evaluation on the basis of curriculum standard. In this study, there are five evaluation subjects, including class teacher, deputy head teacher, self-assessment, group members and parents, to evaluate students from different angles. The feedback evaluation of students' learning development can be more close to the students' actual level of development. The evaluation level is divided into three levels according to the evaluation content and the curriculum standard. The evaluation subject gives the corresponding grade evaluation according to the actual performance of the person to be evaluated. Different evaluation subjects have different evaluation contents. However, the same evaluation content may have the interactive phenomenon of .D-H evaluation model among different evaluation subjects, which can carry on the comprehensive and multi-level evaluation of the students' learning situation. In this evaluation, the evaluation of the students' learning process has been paid attention to. At the same time, it also pays attention to the evaluation of students' learning results. D-H learning evaluation results, not to give students a comprehensive ranking, but to give feedback on the students' learning situation, to provide a basis for teachers to carry out individualized teaching according to the students' different situations. The aim is to promote the vertical development of students' individual ability according to their different learning conditions.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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