小学生阅读能力学业水平评价的研究

发布时间：2018-03-11 05:00

本文选题：小学生　切入点：阅读能力　出处：《首都师范大学》2006年硕士论文　论文类型：学位论文

【摘要】：“小学生阅读能力学业水平评价的研究”，是在教育部“全日制义务教育国家中小学生学业质量监控”项目研究的过程中，基于“语文学科学生学业水平质量监控”研究的需要提出的一个研究课题。本课题试图通过对小学生阅读能力的构成要素的分析和相关评价技术的研究，初步构建小学生阅读能力评价的指标体系，探索小学生阅读能力评价的有效手段，为义务教育课程改革中语文评价的改革提供借鉴。全文共分五个部分。前言分析本课题提出的背景，概述本研究的基本内容。指出由于现有的阅读能力测试没有一套清晰的指标体系，在测试技术上也存在着明显的问题，所以阅读能力评价的总体质量无法保证。为了提高小学生阅读能力学业水平评价的科学性和有效性，本课题将主要围绕三个主要问题展开研究：首先，通过对中外文献的梳理，形成对阅读能力及其构成要素的初步认识；其次，通过对中外母语阅读测试的比较研究以及实际测试，初步构建新课程背景下小学生阅读能力学业水平评价的指标体系；第三，通过对国外大型阅读测试中测试技术的比较研究以及实际测试，进一步分析各类阅读测试题目的评价功能。第一章基于对国内外关于“阅读”、“阅读类型”、“阅读能力构能要素”等方面研究现状的梳理和分析，理清各种观点的优点和问题，确立本课题将以阅读“解释说”和阅读过程“相互作用模式”为基础，关注不同的阅读目的，建立可以表现为外显行为的小学生阅读能力评价框架。通过分析国外三种大型阅读能力评价测试的评价体系(国际教育成就评价协会(IEA)的“国际阅读素养进展研究(PIRLS)”、联合国经济合作与发展组织(OECD)的“国际学生评价项目(PISA)”、美国国家教育进展评价(NAEP)，明确布卢姆教育目标分类系统与SOLO学习结果分类系统两种理论在建立阅读能力指标体系中的作用，确定本课题将主要采用SOLO学习结果分类系统命制测试题目，，以真实反映学生的阅读水平。第二章初步构建了由测试情境和测试能力两个维度构成的小学生阅读能力评价指标体系。根据学生实际生活中的阅读需要，测试情境被分为三种：“为了获得文学体验的阅读”、“为了获取信息的阅读”、“为了完成任务的阅读”；根据对阅读能力既有研究成果的梳理，测试能力被分为四种：“整体感知”、“提取信息”、“形成解释”、“使用文本信息作出评价”。形成了小学生阅读能力学业水平测试试卷的设计思路：采用布卢姆教育目标分类系统设计测试试卷的框架，采用SOLO学习结果分类系统设计具体的测试题目。第三章对构建的小学生阅读能力评价指标体系以及评价手段进行实际检测，通过三
[Abstract]:The study on the Evaluation of Primary School students' Reading ability is in the course of the Ministry of Education's "National Primary and Secondary School students' academic quality Control" Project of full-time compulsory Education. Based on the need of the study on the quality control of Chinese students' academic performance, this paper attempts to analyze the elements of primary school students' reading ability and to study the relevant evaluation techniques. This paper constructs the index system of primary school students' reading ability evaluation, explores the effective means of primary school students' reading ability evaluation, and provides reference for the reform of Chinese evaluation in compulsory education curriculum reform. The full text is divided into five parts. The preface analyzes the background of this subject and summarizes the basic contents of this research. It is pointed out that there are obvious problems in the testing technology because there is no clear index system for the existing reading ability test. Therefore, the overall quality of the evaluation of reading ability cannot be guaranteed. In order to improve the scientific and effective evaluation of the academic level of primary school students' reading ability, this subject will mainly focus on three main issues: first, through the combing of Chinese and foreign literature, Form a preliminary understanding of the reading ability and its constituent elements; secondly, through the comparative study of Chinese and foreign mother tongue reading test and the actual test, the paper initially constructs the index system of the primary school students' reading ability academic level evaluation under the new curriculum background; third, Based on the comparative study of the testing techniques in large reading tests abroad and the actual tests, the evaluation functions of all kinds of reading test topics are further analyzed. The first chapter is based on combing and analyzing the current research situation of "reading", "type of reading", "elements of reading ability" and so on at home and abroad, and clarifies the advantages and problems of various viewpoints. It is established that this topic will focus on different reading purposes, based on the interaction between reading "interpretation" and "reading process". To establish an evaluation framework of reading ability of primary school students who can express explicit behavior. By analyzing the evaluation system of three kinds of large scale reading ability evaluation tests abroad (International Association for Evaluation of Educational Achievement, IEAA), the Research on the Progress of International Reading Literacy. PIRLS, "International Student Assessment Project" by the Organization for Economic Cooperation and Development (OECD), National Assessment of Educational Progress in the United States (NAEPN), two theories, namely, the Bloom Classification system for Educational objectives and the SOLO Classification system for Learning results, are in the process of establishing reading ability. The role of the force index system, In order to reflect the students' reading level, we will use the SOLO learning result classification system to set the test questions. The second chapter constructs the evaluation index system of primary school students' reading ability, which consists of two dimensions: test situation and test ability, according to the students' reading needs in real life. The test situations were divided into three categories: "reading for literary experience," "reading for information," "reading in order to complete the task," according to the existing research results on the ability to read. The test ability is divided into four types: "whole perception", "extract information", "form explanation", "use text information to make evaluation". Class system to design the framework of test papers, SOLO learning results classification system is used to design specific test topics. The third chapter carries on the actual examination to the primary school student reading ability appraisal index system and the appraisal method, through three
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G623.2

【引证文献】