新加坡中学历史学业评价的经验与启示

发布时间：2018-05-20 10:50

本文选题：历史 + 学业评价　；参考：《南京师范大学》2017年硕士论文

【摘要】：上世纪90年代以来,我国基础教育课程改革取得了令人瞩目的成绩,但现有评价体系仍存在的诸多问题。在“核心素养时代”,充分发挥历史学科的育人价值,实现“以评促学”、“以评促发展”,完善历史学业评价机制是当务之急。新加坡自独立以来,为弥补资源严重短缺的短板,制定了“人才兴国”战略,深化教育改革,建立完备的教育体系,推行适切的中学历史学业评价机制,其中积累的很多经验值得我们借鉴。本课题以新加坡历史学业评价为研究对象,关注兼融多元文化的亚洲国家新加坡的历史教育制度与现行学业评价机制,试从历史课堂评价、课后评价和历史科考试三部分,分别介绍其在评价目标、评价内容和评价方式等方面的体系建构与实施经验,提炼新加坡历史学业评价特色和历史教育理念,为我国完善历史学业评价机制的现实困境总结适切性参考。课堂学习评价方面,以培养“21世纪能力”为目标建构探究性历史课堂,提出针对性的实施建议与评价方案,明确教材的编订应适于开展历史探究性教学与自主学习活动。历史教科书编选利于形成国民身份认同与世界视野的课程内容,并以探究主题的方式组织框架,明确应知、应会和应达到的学习要求;设置“自我检测”等板块,帮助学生巩固所学、积极反思并对课堂学习展开自评,促进学生学习。课后学习评价方面,采用布置任务性探究作业的方式,引导学生通过小组合作,广泛阅读、搜集信息、解析材料,扩展课程资源与学习领域,并对探究学习全程进行评价。新加坡极为重视历史探究的作用,因此将历史调查研究(探究型学习)列入课程计划,兼顾课堂教学和课外实际考察,全面记录学生的调研过程并结合最终成果做出评价。师生在探究过程中的双向互动,促进了教、学、评的全面结合。历史科考试方面,明确总体评价目标,并为单元检测、学期考试和毕业分流考试分别制定评价方案与实施策略;设计材料题、论述题和课程论文三种题型,注重对历史理解和历史思维力等历史学科核心素养的考查;另外,通过试题可选、考察能力多样、细致量化评分标准等方式,关注学生的发展需求与差异,并采用定性评价与定量评价相结合、形成性评价与终结性评价相结合等多元的评价模式,发挥“考试”对于“教”与“学”的促进作用。限于国情教情学情差异,新加坡的很多“经验”我们无法移植或照搬,但纵观其历史学业评价的实施机制,确也值得深思。因此,以培养历史学科素养为抓手,借鉴新加坡的经验,切实落入本土实验,进一步探索历史学业评价的适切性和可操作性路径,才是推动教学、学习、评价相互融合、相互促进的有效途径。
[Abstract]:Since the 1990s, China's basic education curriculum reform has made remarkable achievements, but there are still many problems in the existing evaluation system. In the "era of Core Literacy", it is urgent to give full play to the educational value of the history subject, to realize the "evaluation of learning", "to promote the development by evaluation" and to perfect the mechanism of historical academic evaluation. Since independence, in order to make up for the severe shortage of resources, Singapore has formulated the strategy of "revitalizing the country by talents," deepening educational reform, establishing a complete education system, and implementing an appropriate evaluation mechanism for the history of secondary school. Many of the experience we have accumulated is worth learning from. This topic takes Singapore history academic evaluation as the research object, pays close attention to the history education system and the present academic evaluation mechanism of Singapore, which is a multi-cultural Asian country, tries to study the history classroom evaluation, the after-class evaluation and the history course examination from three parts: the history classroom evaluation, the after-class evaluation and the history course examination. It introduces its system construction and implementation experience in the aspects of evaluation objectives, contents and methods, and refines the characteristics of Singapore's history academic evaluation and the concept of history education. To perfect the history of academic evaluation mechanism of the realistic dilemma summed up the relevance of reference. In the aspect of classroom learning evaluation, the aim of this paper is to cultivate "ability in the 21st century", to construct inquiry history classroom, to put forward specific suggestions and evaluation schemes, and to make it clear that the compilation of textbooks should be suitable for developing history inquiry teaching and autonomous learning activities. The compilation and selection of history textbooks is conducive to forming the curriculum content of national identity and world vision, and organizing the framework in the way of exploring the subject, making clear the learning requirements that should be known, should be met and meeting, and setting up "self-testing" and other plates. Help students to consolidate what they have learned, actively reflect and self-evaluate classroom learning to promote students' learning. In the aspect of after-school learning evaluation, the way of assigning task-based inquiry homework is adopted to guide the students to read extensively, collect information, analyze materials, expand curriculum resources and study fields, and evaluate the whole process of inquiry learning through group cooperation, extensive reading, collection of information, analysis of materials, and evaluation of the whole process of inquiry learning. Singapore attaches great importance to the role of historical inquiry, so history investigation and research (inquiry learning) is included in the curriculum plan, taking into account classroom teaching and extracurricular practical investigation, comprehensive recording of the students' research process and evaluation combined with the final results. The two-way interaction between teachers and students in the process of inquiry promotes the comprehensive combination of teaching, learning and evaluation. In the aspect of history examination, we should define the overall evaluation goal, and make the evaluation plan and implementation strategy for unit test, semester test and graduation triage test respectively, design material questions, discuss three kinds of question types, such as questions and course papers. We should pay attention to the examination of the core qualities of historical subjects, such as historical understanding and historical thinking, and pay attention to the development needs and differences of students through the selection of test questions, the diversity of examination ability, the detailed quantification of scoring standards, and so on. The paper also adopts the multiple evaluation models, such as qualitative evaluation and quantitative evaluation, formative evaluation and summative evaluation, to give play to the role of "examination" in promoting "teaching" and "learning". Limited to the differences in the situation of teaching and learning, many of Singapore's "experiences" can not be transplanted or copied, but looking at the implementation mechanism of its historical academic evaluation, it is indeed worth pondering. Therefore, in order to promote the integration of teaching, learning and evaluation, we should take the cultivation of history literacy as a starting point, draw lessons from Singapore's experience, truly fall into local experiments, and further explore the relevance and maneuverability of historical academic evaluation. An effective way to promote each other.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

【参考文献】