高中生物教学中“彩色学分卡”评价方式的研究初探

发布时间：2018-05-29 23:48

本文选题：合作学习 + 评价方式　；参考：《南京师范大学》2017年硕士论文

【摘要】：自课程改革以来,各教育部门各学校不断更新观念,转变传统的教学方式,不断重建和完善教学制度,以学生为中心的新的教学方式层出不穷。如何让学生适应新的改革目标,如何改善学生的学习方式,实现以人为本,实现教育面向全体学生,已成为一个热门的话题。在新的教学改革的推动下,新的教学方式不断出现。合作学习一直是一个热门话题,我校一直进行着学生之间合作学习的研讨,并于2014年推出了 “262”课堂教学模式。学生的座位由原来的排座调整为“U”型座位,为学生间的合作学习提供了方便。这种合作学习方式进行一段时间后,各教研组均反馈学生的主动性和参与度都出现了不同程度的下降。经过问卷调查分析发现,造成这一现象的主要原因是合作学习的评价方式不科学,教师对学生纵向评价忽视,导致学生间的合作学习的参与度不高,学习积极性就有所下降。本文尝试将“彩色学分卡”的评价方式运用在高中生物的教学中,对学生进行合理的评价。本文采用对比实验法为主的综合研究方法,学生根据自己学习完成的情况利用学分卡对自己进行打分,组长通过本小组成员的表现对本小组进行打分,教师根据学生学习成绩进行打分,对于一些学习后进生给予一定的鼓励分,最终将各项分值相加,获得对学生具体学习表现的一个量化得分。并且针对“彩色学分卡”在实际操作过程中出现的问题不断进行调整,广泛接受学生的意见,最终改善了学生在原有的合作学习中参与度不高的问题,并且对学生的学习动机、课堂表现和学习成绩等方面都起到积极作用。
[Abstract]:Since the curriculum reform, schools in various educational departments have constantly updated their concepts, changed the traditional teaching methods, constantly rebuilt and improved the teaching system, and new student-centered teaching methods have emerged one after another. How to make students adapt to the new reform goal, how to improve students' learning style, how to realize people-oriented, and how to realize education oriented to all students has become a hot topic. Under the impetus of the new teaching reform, the new teaching method appears constantly. Cooperative learning has always been a hot topic. Our school has been carrying on the study of cooperative learning among students, and launched the "262" classroom teaching model in 2014. The seat of the student is adjusted from the original seat to the "U" seat, which provides convenience for cooperative learning. After the cooperative learning mode was carried out for a period of time, all the teaching and research groups reported that the students' initiative and participation had decreased in varying degrees. Through the questionnaire survey, it is found that the main reason for this phenomenon is that the evaluation method of cooperative learning is not scientific, and the teachers ignore the longitudinal evaluation of students, which leads to the low participation of students in cooperative learning and the decrease of their enthusiasm for learning. This paper attempts to apply the evaluation method of "color credit card" to the teaching of biology in senior high school to evaluate the students reasonably. In this paper, we adopt a comprehensive research method based on comparative experimental method. Students use credit cards to score themselves according to their study completion, and the group leader scores the group through the performance of the members of the group. According to the students' academic achievement, the teacher gives some students a certain encouraging score, and finally adds the scores together to get a quantitative score on the students' specific learning performance. And in view of the problems of "color credit card" in the practical operation process, the students' opinions are widely accepted, and the problem that students' participation in the original cooperative learning is not high is finally improved, and the students' learning motivation is improved. Classroom performance and academic performance play a positive role.
【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】：G633.91

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