农村小学生口语交际能力的有效评价研究

发布时间：2018-08-03 21:02

【摘要】：农村小学所处环境比较封闭,信息传递效率差,很多教育新观念、新方法得不到普及,语文教师观念陈旧,小学生也缺少接触新事物的机会,造成口语交际能力的有效评价几乎是空白区。然而社会的发展要求更高的信息流通速度,对人的沟通、交际能力要求更高,需要能力更加全面的人才。因此,单纯依靠笔试测试已经不能对学生的语文能力进行全面评价,对小学生口语交际能力进行有效评价成为当前亟待解决的问题。农村小学生口语交际能力的有效评价是顺应时代发展的产物,是语文教育观念进步的表现,对小学语文口语交际能力有效评价方法的探讨是目前语文教学研究中的重要课题。本文前言部分在介绍了问题的提出之后,从小学生的自身发展、语文教学的自身发展、学科评价的自身发展三方面阐述了研究的意义,再分析了口语交际、口语交际能力、评价、有效评价的核心概念,之后对目前国内外相关研究做了综述,指出了研究的局限性。第一章选取了具有代表性的农村小学的语文教师及学生作为调查对象,对其语文教学中的口语交际教学评价现状进行调查,通过数据整理与分析,发现农村小学教师的观念已经在逐步更新,对口语交际教学重要性的认识逐渐提高,但是也发现了存在的问题,即评价主体过于单一,教师是评价的唯一掌控者,主宰着评价标准与结果,不注重考查综合素质;评价方法过于单一,缩小了评价的范围;评价功能未全面发挥,重视选拔忽略激励,已明显失调等一系列问题,其原因为在农村小学中,教师的教学观念陈旧,对口语交际教学不重视、教师语文教学素养不够高、教师口语交际教学评价能力欠缺等。第二章论述了农村小学生口语交际能力评价体系构建的理论基础。首先论述了农村小学生语文口语交际能力评价改革的必然性,口语交际的特点,决定了不能单纯使用传统的评价方法;农村小学语文教学需要深化评价目的,从根本上改变落后状态,评价方式变革是必然选择。有效评价体系的构建需要遵循三个基础理论,人本主义理论主张学生参加互动,倡导评价形式多样化;情境教学理论主张评价要注重具体的环境,引发学生感情共鸣;多元智能理论则主张要变换视角,从不同层面去审视学生,综合考虑学生的各个方面。第三章主要论述了小学生语文口语交际能力有效评价体系的构建与实施。评价指标构建应遵循导向性原则、发展性原则、科学性原则、可行性原则。在评价指标构建过程中,要体现出能力、态度与习惯,注重口语交际评价指标的灵活性,以学生、教师、家长为主体。评价体系的运用要遵循情感性原则、激励性原则、差异性原则、综合性原则。有效评价实施的首要环节是初始自评,第二个环节是个性化评价,第三个环节就是经常性的自我评价。其他主体的评价是对第二环节与第三环节的辅助。此评价体系能够实现不同的学生个体异步达到同一水平,促进学生张扬个性,发挥出最大潜能。实施过程中应注意在实现定性与定量相结合的前提下,更加突出定性评价;在实现形成性与终结性相结合的前提下,加强形成性评价;注意将绝对的、相对的、个体内差异化的评价相结合。第四章为农村小学生语文口语交际能力有效评价的实践案例分析。为了通过实践验证所构建的评价体系具有可操作性,证明评价体系的有效性以及对农村小学生口语交际能力的促进作用,特别选取了应用有效评价体系的实验班与传统教学的普通班进行对比。所选择的两个班级初始成绩相近,但在一个学期过后,实验班学生的平均听力与口语交际成绩均高于普通班平均成绩。说明小学语文口语交际能力教学中,此评价体系的应用可以有效促进学生口语交际能力的提高。最后结论部分对全文进行总结,指出用适宜的评价尺度去衡量学生的真实水平,才能使教与学过程更加完善,达到更高境界,并对今后的研究方向提出了建议。
[Abstract]:In rural primary schools, the environment is relatively closed, the efficiency of information transmission is poor, many new ideas of education, new methods are not popularized, the concept of language teachers is obsolete, the students lack the opportunity to contact new things, and the effective evaluation of oral communication ability is almost blank area. However, the development of society requires a higher speed of information circulation and the gap between people. As a result, the ability of communicative competence is higher and the ability to be more comprehensive is needed. Therefore, simply relying on the written test can not fully evaluate the students' language ability. The effective evaluation of students' oral communicative competence has become an urgent problem. The effective evaluation of the oral communicative ability of rural primary school students is to conform to the times. The product of the exhibition is the manifestation of the progress of the concept of Chinese education. The discussion of the effective evaluation method of the communicative competence of the primary school language is an important subject in the study of Chinese teaching. The preface of this paper introduces the development of the pupils, the self development of the Chinese Teaching and the self development of the subject evaluation after the introduction of the three parties. This paper expounds the significance of the study, and then analyzes the core concepts of oral communication, oral communicative competence, evaluation and effective evaluation. After that, it summarizes the relevant research at home and abroad and points out the limitations of the research. In the first chapter, we select the representative Chinese teachers and students in rural primary schools as the subject of investigation and to the language teaching. The current situation of oral communication teaching evaluation is investigated. Through data arrangement and analysis, it is found that the concept of primary school teachers in rural areas has been gradually updated and the understanding of the importance of oral communication teaching has been improved gradually, but the existing problems are also found, that is, the subject is too single, the teacher is the only master of the evaluation, and the evaluation standard is dominated by the teacher. As a result, we do not pay attention to the examination of the comprehensive quality; the evaluation method is too single, narrowing the scope of the evaluation, the evaluation function is not fully utilized, the selection neglecting the incentive, the obvious imbalance and so on, the reason is that in the rural primary school, the teachers' teaching idea is obsolete, the language teaching is not attached to the oral language teaching, the teaching accomplishment of the teachers is not high enough, The second chapter discusses the theoretical basis for the construction of rural primary school students' oral communicative competence evaluation system. First, the necessity of the reform of the evaluation of the oral communicative competence of the rural primary school students, the characteristics of the oral communication, and the decision that the traditional evaluation method can not be used alone; the primary school language teaching in rural areas It is necessary to deepen the evaluation goal and fundamentally change the backward state. The reform of the evaluation mode is an inevitable choice. The construction of the effective evaluation system needs to follow the three basic theories. The theory of humanism is to take part in the interaction between students and advocate the diversification of the form of evaluation; the theory of situational teaching should pay attention to the specific environment and arouse the students' feelings. The third chapter mainly discusses the construction and implementation of the effective evaluation system for oral communicative competence of primary school students. The construction of evaluation indicators should follow the guiding principle, the principle of development, the principle of science, and the principle of feasibility. In the process of evaluating the evaluation index, we should embody the ability, attitude and habit, pay attention to the flexibility of the evaluation index of oral communication, take the students, teachers and parents as the main body. The application of evaluation system should follow the principle of emotion, incentive, difference and comprehensive. The first link of effective evaluation is the initial self evaluation and second rings. The third links are the regular self evaluation. The evaluation of the other subjects is the auxiliary of the second link and the third link. The evaluation system can achieve the same level of the students with different individuals asynchronously, promote the students to publicize their personality and give play to the maximum potential. Under the premise of the combination of quantity, the qualitative evaluation is more prominent; on the premise of the combination of formative and terminative, the formative evaluation is strengthened, and the absolute, relative and individual differential evaluation is combined. The fourth chapter is the practical case analysis of the effective evaluation of the oral communicative ability of the rural primary school students. The evaluation system is operable to prove the effectiveness of the evaluation system and to promote the oral communication ability of rural primary school students, especially the comparison between the experimental class of the effective evaluation system and the ordinary class in the traditional teaching. The two classes of the selected classes are similar at the beginning, but after one semester, the experimental class In the teaching of oral communicative competence in primary school, the application of this evaluation system can effectively promote the improvement of students' oral communicative competence. Finally, the conclusion is summed up in the conclusion of the full text, and it is pointed out that the students' true level can be measured by the appropriate evaluation scale. It can make the teaching and learning process more perfect and reach a higher level, and puts forward some suggestions for future research directions.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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