初中学生综合素质评价模型的构建研究

发布时间：2018-01-04 01:29

本文关键词：初中学生综合素质评价模型的构建研究　出处：《河北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：全面深化和推进素质教育改革是我国实现科教兴国战略的重要举措,是实现国家创新、社会进步,实现国家崛起的必经之路。初级中学教育作为国家九年义务教育的关键阶段,建立适合初中学生素质结构特点的评价制度已成为实现素质教育改革的重要内容。长期以来,我国初中学生素质教育改革的进程中,相应的评价制度尚未跟上改革的步伐,缺乏一个可操作性的综合评价体系,加上,受传统教育观的影响,依然采用传统的教育评价制度,综合素质教育评价流于形式,这与素质教育改革的方向和目标背道而驰。因此,借助文献资料法、德尔菲法、数理统计法等研究方法,在梳理初中学生综合素质评价的特性、评价原则和评价的演化历程,分析传统素质评价过程中存在问题的基础上,尝试构建了适合初中学生综合素质发展的评价模型。主要研究结论如下：(1)学生综合素质评价具有特殊性、教育学和全面发展性的多重属性；评价过程中需要坚持科学性、主客观评价相结合、定性与定量评价相结合、过程性评价和终结性评价相结合,以及全面性与协调性相结合的基本原则；综合素质评价主要经历素质教育的萌芽、全面推广和深入拓展阶段三个发展阶段。(2)传统的素质评价的缺陷主要表现在,单一的评价目标造成学生素质的片面发展,片面化的评价内容难以对学生进行全面的有效指导,简单化评价方法不利于能力的发展,以及模式化的评价过程不利于学生主观能动性的发展。(3)经过指标初选、专家两轮的筛选最终确定了初中学生综合素质评价的76项指标；经过因子命名、整合与归类,初中学生综合素质评价大致被归类为5项一级评价指标,即：思想品德素质、智力素质、身心素质、审美素质和劳动素质。(4)本研究所确定的初中学生综合素质评价模型适合做因子分析,探索性因子分析的碎石图的变化走势可以看出5个主成分因子模型具有一定合理性,主成分因子的合计贡献率为86.91%,涵盖了学生综合素质的绝大多数评价信息,其他因子对学生综合素质评价的影响较小。(5)“思想品德素质”因子的权重为0.23,“智力素质”因子的权重为0.34,“身心素质”因子的权重为0.21,“审美素质”因子的权重为0.11,“劳动素质”因子的权重为0.10,由此得出,初中学生综合素质评价所参照的公式标准：学生成绩=思想品德素质×23%+智力素质×34%+身心素质×21%+审美素质×11%+劳动素质×10%。
[Abstract]:To deepen and promote the reform of quality education is an important measure to realize the strategy of rejuvenating our country, is the realization of national innovation, social progress, to realize the rise of the country. The only way which must be passed as a key stage of the national junior middle school education nine year compulsory education, establish the quality structure of junior middle school students' characteristics evaluation system has become the important content of quality education reform for a long time, China's junior high school students' quality education in the process of reform, the corresponding evaluation system has not keep up with the pace of reform, the lack of a comprehensive evaluation of the operational system, coupled with the influence of traditional education view, still using the traditional education evaluation system, comprehensive quality education evaluation, and the quality of the direction of education reform and the goal draw further apart. Therefore, by means of literature data method, Delphi method, mathematical statistics and other research methods, in the junior middle school students' comprehensive combing The characteristics of quality evaluation, evaluation principles and evaluation of evolution, analysis of the existing problems in the process of traditional quality evaluation on the basis of building an evaluation for junior high school students' comprehensive quality development model. The main conclusions are as follows: (1) the comprehensive quality evaluation of students with special education, and comprehensive development of multiple attributes the need for; adhere to the scientific evaluation process, subjective and objective evaluation of the combination of qualitative and quantitative evaluation of the combination of process evaluation and summative assessment, basic principles and overall coordination and combination; comprehensive quality evaluation mainly through seed quality education, comprehensive promotion and development three development stages stage. (2) the quality defects of the traditional evaluation of the main performance in the single evaluation target resulting in one-sided development of students' quality, one-sided evaluation content to the students of all The effective guidance, simple evaluation method is not conducive to the development of ability, and evaluation model of the process is not conducive to the development of students' subjective initiative. (3) after two rounds of expert selection index selection, and ultimately determine the 76 indexes of middle school students' comprehensive quality evaluation; the factor of naming, integration and classification, evaluation of students the comprehensive quality of junior high school generally is classified as 5 main indicators, namely: the ideological and moral quality, intellectual quality, psychological quality, aesthetic quality and labor quality. (4) junior high school students comprehensive quality evaluation model in this study to determine the suitable for factor analysis, exploratory factor analysis of the changes of the scree plot trend can be seen the 5 factor model has certain rationality, principal component factor of the total contribution rate of 86.91%, covering the vast majority of students' comprehensive quality evaluation information, and other factors on the students' comprehensive quality evaluation The smaller effect of price. (5) the weight of Ideological and moral quality factor is 0.23, the weight of the intellectual quality factor is 0.34, the weight of the physical and mental quality factor is 0.21, the weight of the aesthetic quality factor is 0.11, the weight of labor quality factor is 0.10, it is concluded that the evaluation of students the comprehensive quality of junior high school refers to the standard formula: = Student Ideological and moral quality of * 23%+ * 34%+ * the intellectual quality of physical and mental quality of the aesthetic quality of 21%+ * 11%+ * 10%. labor quality

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.0

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