四川省成都市武侯区初中体育与健康课程学习评价的调查研究

发布时间：2018-04-09 08:33

本文选题：体育与健康课程　切入点：学习评价　出处：《成都体育学院》2017年硕士论文

【摘要】：本文通过采用文献资料、访谈、问卷调查、实地考察以及数理统计等方法,随机抽取四川省成都市武侯区部分初中体育教师和学生,从学习评价目的、内容、方式和主体四个方面进行调查,了解和掌握该地区体育与健康课程学习评价的实施现状,分析和找出实施过程中存在的问题与成因并提出建议,为我国初中体育与健康课程学习评价的实施研究提供参考。研究结果表明:1、在学习评价目的方面,教师对于评价目的的认识模糊,对《全日制义务教育体育与健康课程标准》要求的认识出现偏差,注重提供展示能力和个性的机会,而忽视了检查效果,反馈情况,调整教学行为这一主要目的。教师普遍认为《课标》对学习评价的要求执行起来存在一定的难度。教师和学生普遍认为评价会对学生产生积极的影响,少数学生对于评价反馈的结果受情绪的负面影响较大会产生消极影响。2、在学习评价内容方面,目前武侯区教师在评价内容选择上注重体能和技能评价,忽视情意表现和合作精神等评价内容。没有教师认为评价内容是全面的,评价内容与目标的一致性还有待提高;各内容指标的选择较片面。3、在学习评价方式方面,教师和学生对多种评价方式综合使用认可度一致;但是教师对评价方式使用上的认识程度较低,在实际操作中评价方式仍是沿用以前的模式:定量评价、绝对性评价和终结性评价为主,过程性评价为辅,少部分教师采用了定性评价。4、在学习评价主体方面,武侯区已经逐渐在向多元化的方向努力。但是受评价主体客观性和操作难易度的影响,致使目前评价主体仍是以教师评价为主,学生评价为辅,家长评价和督导小组评价只起督促作用,结果不参与最后成绩的评定,评价结果的参考情况比较混乱。5、武侯区初中体育与健康课程学习评价正在逐步向标准要求的方向接近,但是在实施过程中由于多方面因素的影响也出现了一些问题。教师和学生对学习评价的理念和思想较模糊,在认识和具体操作上面存在差异。武侯区制定的成绩评定体系不全面;教学内容受限制,导致评价内容受限制;教师配备、器材、场地不完善、安全因素和升学压力是影响学习评价实施的主要因素。针对调查结果中发现的问题提出以下建议:1、完善学习评价管理办法,构建完整的评价体系;2、明确各部门职责,加强评价机构指导监督力度;3、提高教师素养,提高评价水平;4、教学内容要全面,避免加试的负面影响;4、采用多样化的评价方式;5、培养学生的能力,提高自评互评水平。
[Abstract]:By using the methods of literature, interview, questionnaire, field investigation and mathematical statistics, this paper randomly selected some junior middle school PE teachers and students in Wuhou District, Chengdu City, Sichuan Province, in order to evaluate the purpose and content of the study.In order to understand and master the present situation of learning evaluation of physical education and health curriculum in this area, to analyze and find out the problems and causes in the process of implementation, and put forward some suggestions.It provides a reference for the study and evaluation of physical education and health curriculum in junior middle school in China.The result of the study shows that, in the aspect of learning evaluation, teachers have a vague understanding of the evaluation purpose, deviate from the requirements of the Curriculum Standard for physical Education and Health in Full-time compulsory Education, and pay attention to providing opportunities for showing their ability and personality.But ignored the inspection effect, the feedback situation, adjusts the teaching behavior this one main purpose.Teachers generally think that it is difficult to carry out the requirements of learning evaluation.Teachers and students generally think that evaluation will have a positive impact on students, a few students will have a negative impact on the results of evaluation feedback by the negative emotional impact. 2. In terms of learning evaluation content, teachers and students generally think that evaluation will have a positive impact on students.At present, teachers in Wuhou district pay attention to the evaluation of physical ability and skill in the selection of evaluation content, ignoring the evaluation content such as emotional expression and cooperative spirit.No teacher thinks that the evaluation content is comprehensive, and the consistency between evaluation content and goal still needs to be improved, the selection of each content index is one-sided. 3. In the aspect of learning evaluation, teachers and students have the same recognition of comprehensive use of various evaluation methods.However, teachers have a low understanding of the use of evaluation methods. In practice, the evaluation methods still follow the previous models: quantitative evaluation, absolute evaluation and summative evaluation, supplemented by process evaluation.A few teachers adopt qualitative evaluation.However, influenced by the objectivity of the evaluation subject and the difficulty of operation, the main body of the evaluation is still the teacher evaluation, the student evaluation is supplementary, the parent evaluation and the supervision group evaluation only play the role of urging, and the result does not participate in the final achievement evaluation.The result of evaluation is confused. 5. The evaluation of physical education and health curriculum in Wuhou district is gradually approaching the standard requirement, but there are some problems in the process of implementation due to the influence of many factors.Teachers and students have vague ideas and ideas about learning evaluation, and there are differences in cognition and concrete operation.The evaluation system made by Wuhou District is not comprehensive; the teaching content is restricted, which leads to the limitation of the evaluation content; the allocation of teachers, the equipment, the imperfect site, the safety factors and the pressure of going to school are the main factors that affect the implementation of learning evaluation.In view of the problems found in the investigation, the following suggestions are put forward: 1, to improve the management methods of learning evaluation, to construct a complete evaluation system, to clarify the responsibilities of various departments, to strengthen the guidance and supervision of evaluation institutions, and to improve teachers' literacy.In order to improve the evaluation level, the teaching content should be comprehensive, the negative influence of additional test should be avoided, and the students' ability should be cultivated and the level of self-evaluation should be improved by adopting various evaluation methods.
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96

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