语文校本课程学业评价研究

发布时间：2017-12-26 22:26

本文关键词：语文校本课程学业评价研究　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：伴随着2012年浙江省全面实施深化课程改革,以往的传统的学业评价也发生着相应的变化,新一轮的课程改革对传统的学业评价提出了新的要求。陈旧落后的学业评价所带来的问题在新课程改革之中也日益突出。而在新一轮的深化课改中,浙江省的校本课程选修课的成为改革的焦点,在新的课程体系之下如何进行相应的学业评价也是改革过程中需要深入思考与研究的问题。除去本文的引言和结语,文章一共分为三个部分。引言部分就浙江省深化课程改革进行了简单的介绍,同时对本文所涉及的“校本课程”与“学业评价”这两个概念的国内外研究现状进行分析归纳,为论文的展开奠定基础。第一章从校本课程的基本概念出发,是各个地方学校根据自己的实际情况所制定的课程,因此校本课程在学业评价方面具有发展性、评价方法多样性、评价主体多元性以及评价过程持续性的特点,语文学科的校本课程是以必修课程为基础,同时是必修课程的拓展衍生,而青田中学的校本课程着重于强调打通必修与选修的壁垒。第二章对学业评价的基本概念及其原则进行简单论述,重点阐述了学业评价与课程教育的关系——教育目的是学业评价的理论依据,学业评价是教育实践的有机组成部分。在这个基础上,提出了现行的语文校本课程学业评价中所存在的问题,在实践过程中主要体现为评价主体和评价方式单一,对课程评价的内容把握不准确,评价主体单一,这为后文试图提出实践策略奠定基础。第三章主要以本校的校本课程《最是风流魏晋人》为例,首先介绍了这一校本课程的基本内容、课程的基本理念以及课程的目标。基于现行的语文校本课程学业评价所存在的问题,对《最是风流魏晋人》这一校本课程的学业评价进行一定的实践探索,主要从课前学习评价、研究课题的过程评价、学生的自我评价、在学习活动中的教师评价、以及课后的家长的评价这五个方面进行实践探索,在实践过程中发现问题,进而再一次完善学业评价。最后,本文认为不管是哪一种评价方式的变革,都必须以观念的转变为前提,只有改变传统的评价观念,才能在实践过程中对具体的评价进行彻底的转变,这样才能够实现真正的课程改革。
[Abstract]:Along with the implementation of deepening curriculum reform in Zhejiang Province in 2012, the traditional academic evaluation has changed accordingly. A new round of curriculum reform has put forward new requirements for traditional academic evaluation. The problems brought by the old and backward academic evaluation are also becoming more and more prominent in the new curriculum reform. In the new round of deepening curriculum reform, the school-based curriculum elective course in Zhejiang has become the focus of reform. How to carry out the corresponding academic evaluation under the new curriculum system is also a matter of deep thinking and research in the process of reform. Apart from the introduction and conclusion of this article, the article is divided into three parts. The introduction briefly introduced the deepening of curriculum reform in Zhejiang Province, and analyzed and summarized the two concepts of school-based curriculum and academic evaluation, which lay the foundation for the development of this paper. The first chapter from the basic concept of the school-based curriculum of various local schools established according to their actual situation of the curriculum, so the school-based curriculum development, evaluation method has the characteristics of diversity, diversity and evaluation of the main evaluation of continuous process in the academic evaluation, the school-based curriculum of Chinese subject is a compulsory course for the foundation, at the same time is derived to expand the curriculum, the school-based curriculum of Qingtian middle school emphasizes through compulsory and elective barriers. The second chapter briefly discusses the basic concepts and principles of academic evaluation, and focuses on the relationship between academic evaluation and curriculum education. The purpose of education is the theoretical basis of academic evaluation, and academic evaluation is an integral part of educational practice. On this basis, puts forward the existing Chinese School-based Curriculum Evaluation in academic problems in the process of practice is mainly embodied in the subject of evaluation and the evaluation method is single, to grasp the content of curriculum evaluation is not accurate, single evaluation subject, this text tries to put forward practical strategies to lay the foundation. The third chapter mainly takes our school based curriculum, the most romantic and the Wei Jin people as an example, first introduces the basic content of this school-based curriculum, the basic idea of curriculum and the goal of curriculum. The existing Chinese School-based curriculum evaluation studies based on the problem of "the most is to explore some practical academic evaluation of people in this romantic" school-based curriculum, mainly from the course of study evaluation, research process evaluation, self-evaluation, students in the learning activities of teacher evaluation, and after class the parents of the evaluation of the five aspects of practice and exploration, found the problems in the practice process, and then again to improve the academic evaluation. Finally, this paper argues that no matter which way of evaluation is changing, we must take the change of concept as the premise. Only by changing the traditional evaluation concept can we make a thorough change in specific practice in practice, so that we can achieve real curriculum reform.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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