与课堂学习评价整合的“大问题”教学研究

发布时间：2018-03-11 14:46

本文选题：课堂学习评价　切入点：“大问题”教学　出处：《云南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：当前课堂教学改革提出教学在过程中是一个整体,课堂教学应是互动生成的过程,具有生成性和发展性。课堂提问作为课堂教学中最常见、最基本的教学手段,其应是促进课堂教学互动生成与发展最直接有效的方式。可是,当前的课堂提问存在难度系数低、提问方式单一、问题开放程度低等问题,没能实现促进课堂教学的互动生成与发展。因此,提出“大问题”策略,通过运用“大问题”推动课堂教学的互动生成与发展。随着知识观、课程观和学习观的更新,评价观也产生了变化。从评价忽略教学发展到评价服务教学,再到评价组成教学,把评价作为教学的一部分,发挥评价促进学习的功能。课堂学习评价新的价值取向提出要关注学生的学习过程、要在师生互动中达成目标,要培养学生的自觉教育能力,对课堂教学提出了新的要求。“大问题”教学的本质是通过生成及利用学生资源,针对学生的学习困难和障碍,在互动生成的过程中发展学生的思维能力。“大问题”教学满足了课堂学习评价对课堂教学的要求,同时课堂学习评价也丰富和完善“大问题”教学。“大问题”是两者结合的桥梁,课堂学习评价统整于“大问题”教学,两者整合的过程就是“大问题”教学的过程。基于这一目的和关系,文章主要从“大问题”教学的角度进行论述。探讨“大问题”教学的过程,实质上也是在阐述“大问题”教学与课堂学习评价的整合过程。首先,论述了“大问题”教学与课堂学习评价整合的必要性和可行性。“大问题”是课堂学习评价的基础,“大问题”教学需要通过课堂学习评价分析、发现资源,推进教学。两者通过“大问题”实现目标、任务与过程的一致性。其次,探讨了如何进行“大问题”教学设计。提出依据教材结构、学生思维特点、学生学习困难和障碍以及教学目标进行“大问题”设计;要求从课标、教材、学生、育人价值这几个基本方面确定教学目标;规定学习活动要符合学生思维发展特点、让学生获得充分的经历与体验,促使资源的具体化和外显化。再次,探讨了如何对资源进行研究和分析,来掌握学生的学习状态,这是实施“大问题”教学的前提要求。这部分主要从教学目标达成的角度对资源生成的目标差异状态及差异原因进行了分析,以及从“大问题”教学的角度对生成的资源归纳为导入型资源、推进型资源、调整型资源、拓展型资源以及反思型资源。最后,着重论述了如何通过资源的利用,推进课堂教学。主要从课前预习与导入、资源的判断与选择、资源的呈现与评价、总结与提升这四个密切关联的部分结合具体教学实例详细阐述了“大问题”教学的推进过程。
[Abstract]:The current classroom teaching reform puts forward that teaching is a whole in the process, classroom teaching should be a process of interactive generation, with generative and developmental nature. As the most common and basic teaching means in classroom teaching, classroom questioning is the most common and basic teaching method. It should be the most direct and effective way to promote the interactive generation and development of classroom teaching. Therefore, the strategy of "big problem" is put forward to promote the interactive generation and development of classroom teaching by using "big problem". The concept of evaluation has also changed. From the development of evaluation neglect teaching to evaluation service teaching, to evaluation composition teaching, evaluation is regarded as a part of teaching. The new value orientation of classroom learning evaluation suggests that we should pay attention to students' learning process, achieve the goal in teacher-student interaction, and cultivate students' ability of conscious education. This paper puts forward new requirements for classroom teaching. The essence of "big problem" teaching is to aim at students' learning difficulties and obstacles through the generation and utilization of students' resources. In the process of interactive generation, students' thinking ability is developed. The teaching of "big problems" meets the requirements of classroom learning evaluation for classroom teaching. At the same time, classroom learning evaluation also enriches and perfects "big problem" teaching. "big problem" is the bridge between the two. Classroom learning evaluation is integrated into "big problem" teaching. The process of integrating the two is the process of "big problem" teaching. Based on this purpose and relationship, this paper mainly discusses the teaching process of "big problem" from the angle of "big problem" teaching. In essence, it is also a process of integrating "big problem" teaching and classroom learning evaluation. First of all, This paper discusses the necessity and feasibility of the integration of "big problem" teaching and classroom learning evaluation. "big problem" is the basis of classroom learning evaluation, and "big problem" teaching needs to find resources through classroom learning evaluation and analysis. In order to promote teaching, both achieve the goal through "big problem" and the consistency of task and process. Secondly, it discusses how to carry out the teaching design of "big problem", and puts forward the characteristics of students' thinking according to the structure of teaching material. Students' learning difficulties and obstacles, as well as teaching objectives, should be designed as "big problems"; the teaching objectives should be determined from the aspects of curriculum standards, teaching materials, students' educational values, and learning activities should conform to the characteristics of students' thinking and development. Let students get full experience and experience, promote the materialization and externalization of resources. Thirdly, it discusses how to study and analyze the resources to master the learning state of students. This is the prerequisite for the implementation of "big problem" teaching. This part mainly analyzes the difference state and reasons of resource generation from the point of view of the achievement of teaching objectives. And from the point of view of "big problem" teaching, the generated resources are summed up as the leading resources, the propelling resources, the adjusting resources, the expanding resources and the reflective resources. Finally, the paper emphatically discusses how to utilize the resources. In order to promote classroom teaching, four closely related parts, such as preview and introduction before class, judgment and selection of resources, presentation and evaluation of resources, summary and promotion, are discussed in detail in the course of "big problem" teaching in combination with concrete teaching examples.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.4

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