初中语文课堂教学中的非正式评价研究

发布时间：2018-01-26 10:51

本文关键词： 非正式评价教学评价课堂教学初中语文　出处：《广西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：教师对学生进行评价是初中课堂教学中的一种普遍现象。非正式评价是教师评价学生的一种重要方式。相比于中期测试和期末测试等正式的评价方式,非正式评价由于其评价具有非正式性的特点,使其较少的为人所关注。当今新的语文课程标准越来越强调让学生获得基本的语文素养,而语文素养的培养与形成不是一蹴而就的,它是一个慢慢积累的过程,其中需要教师做好课堂教学的非正式评价工作,教师非正式评价使用水平的高低直接影响课堂教学的效果,并对学生语文能力的发展产生深远的影响。本研究以“初中语文教师课堂教学中的非正式评价行为”作为研究对象,从初中语文课堂教学中非正式评价研究的理论基础出发,运用文献法、问卷法、观察法和访谈法对初中语文教师课堂教学中的非正式评价的现状进行了调查,总结出初中语文课堂教学中非正式评价积极的方面和存在的问题,并对存在问题的原因进行了分析,进而提出了初中语文课堂教学中非正式评价的改进策略。本文主要包括以下部分：第一部分是引言部分。该部分论述了本研究的研究缘起和当前已有的非正式评价和语文学科非正式评价的前期研究,了解了当前初中语文课堂教学中非正式评价研究的相关情况,阐述了研究的目的和意义,研究的方法和对象,并完成了相关概念的界定。第二部分是理论分析部分。该部分首先从多元智力理论、后现代主义教学理论、建构主义教学理论、皮格马利翁效应理论和暗示教学理论这五大理论出发,对非正式评价的理论基础进行分析,然后从语文新课程标准、语文学科特点和初中生心理发展的特点三个方面对初中课堂教学中非正式评价的必要性进行了阐述,并从目的的全面性、对象的全体性、内容的联系性、方式的多样性、标准的差异性、评价的即时性、情感的投入性这七个方面论述了非正式评价的基本要求。第三部分是实践考察部分。笔者对听课和访谈的基本情况、问卷编制发放和回收基本情况以及问卷中调查对象的基本情况进行了分析,在全面分析的基础上总结出教师课堂教学中对非正式评价使用积极的方面：对非正式评价有较好的认识、非正式评价的目的明确、注重评价对象的选择、注重评价内容与语文教学内容的联系、注重鼓励评价方式的采用、注重评价标准的差异性、具有非正式评价及时反馈的意识。同时也指出了教师课堂教学中对非正式评价使用不足的方面：评价目的过于关注学生的能力、评价对象的公平性不足、评价语言不具体、评价方式单一、评价差异指向性能力差、评价及时反馈能力不强、评价情感的投入度低。从教师、学校和社会等方面对存在问题的原因进行了剖析。第四部分是改进策略部分。从教师、学校和社会方面提出了改进教师课堂教学中非正式评价的策略。教师方面,应树立正确的非正式评价观、克服主观偏见和刻板印象、注重非正式评价活动的反思。学校方面,应改变大班额现象、提高教师的非正式评价知识和能力、激发教师自我提升的积极性。社会方面,应改变传统的语文学科教学评价标准、提高社会对非正式评价的重视。
[Abstract]:Teachers' evaluation of students is a common phenomenon in junior high school classroom teaching. Informal assessment is an important way for teachers to evaluate students. Compared to the mid test and final test of formal evaluation, informal evaluation due to the characteristics of evaluation is informal, making it less of a concern of today's new. Chinese Curriculum standards emphasize more and more students acquire basic language literacy, and the cultivation of Chinese accomplishment and formation is not easy, it is a slow process of accumulation, which requires teachers to make classroom teaching is non evaluation work, level of informal assessment teachers use level directly affects the effect of classroom teaching, and profound the influence on the development of students' language ability. Based on the "informal assessment acts" of junior middle school teachers in the classroom teaching as the research object, from the beginning. The basic theory of Chinese classroom teaching in the informal assessment of studies by using literature method, questionnaire method, investigated the situation of informal assessment on Chinese teachers' classroom teaching in junior middle school in the observation and interviews, summed up the problems of the positive aspects of informal assessment and the existing junior high school language teaching in the classroom, and the cause of these problems the analysis, then proposed improvement strategies of informal assessment in Junior Chinese classroom teaching. This paper mainly includes the following parts: the first part is the introduction. This part discusses the previous studies of informal evaluation on the origin of this study and the current and the subject of informal assessment, understand the relevant situation of the Chinese classroom teaching in junior middle school informal the evaluation research, expounds the purpose and significance of research, research methods and objects, and completed the definition of related concepts. The two part is the theoretical analysis. This part starts from the theory of multiple intelligences, postmodernism teaching theory, constructivism teaching theory, starting had Marley Weng effect theory and suggests that the five theories of teaching theory, the basic theory of informal evaluation is analyzed, and then from the new Chinese curriculum standard, three aspects of the psychological development of Chinese subject the characteristics and necessity of junior high school students the characteristics of informal assessment in junior high school classroom teaching are expounded, and from the overall objective, all of the objects, contact content, diversity, difference standard, immediate evaluation, discusses the basic requirements of the informal evaluation of these seven aspects of investment emotion. The third part is the practice part. The basic situation of lectures and interviews, the basic situation of survey questionnaire issued and recovery and the basic situation in the questionnaire For the analysis, on the basis of comprehensive analysis summed up the use of the positive aspects of the informal evaluation of teachers' Classroom Teaching: to have a better understanding of informal assessment, informal evaluation purpose, focus on the selection of evaluation object, content and focus on the evaluation of Chinese teaching content, focus on the use of encouragement evaluation methods, evaluation of difference pay attention to the standard, with informal evaluation timely feedback consciousness. At the same time also points out that the teachers in classroom teaching to use informal evaluation deficiencies: evaluation to pay too much attention to students' ability, lack of fairness of evaluation objects, evaluation of language is not specific, single evaluation methods, evaluation of different directional ability, evaluation feedback ability strong, emotional investment is low. The evaluation from the teachers, schools and social and other aspects of the analysis of the causes of the problems. The fourth part is the improvement strategy Part. From the teachers, put forward the improvement of informal evaluation for teachers' classroom teaching strategies in schools and society. Teachers, should establish the correct concept of informal assessment, overcome the subjective prejudice and stereotypes, focus on the reflection of informal assessment activities. The school should change, large class sizes, improve teachers' knowledge and ability of informal assessment motivated, self promotion of teachers. The society, Chinese teaching should change the traditional evaluation standard, improve the social importance of informal assessment.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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