高中政治教师课堂评价语言的研究
发布时间：2018-09-07 08:57
【摘要】：课堂评价语言在教学上占有十分重要的地位,教师评价恰当与否,说小一点,关系到课堂气氛、教学效果；说大一点,关系到学生的终身发展,所以,应该给予足够的重视。然而在目前的政治课堂中,课堂评价语言并没有受到教师的重视,课堂评价语言在教学过程中问题丛生,严重影响了学生的发展和教学的效果。为此,笔者决定对高中政治教师的课堂评价语言这一论题进行深入探究。论文的第一部分对高中政治教师的课堂评价语言的相关概念进行界定,梳理课堂评价语言的类型、效用等相关内容,对教师课堂评价语言做明确概述。论文的第二部分整理了教师课堂评价语言的一般特点、学科特点。论文的第三部分对高中政治教师使用课堂评价语言的现状进行系统调查。通过调查方案的设计和实施,对于调查结果从课堂评价语言的使用频率、比例分布、适切性、情感投入程度和艺术化程度等维度展开描述和分析,通过分析揭示出高中政治教师的课堂评价语言存在褒扬泛滥、拒绝批评,主观武断、随意失真,简单机械、笼统模糊,表达时机把握不当、缺乏个性和缺失情感等主要问题。论文的第四部分从评价意识、评价技术、评价心理和评价管理四个层面来剖析高中政治教师课堂评价语言存在问题的主要原因。论文的最后一部分在前述研究的基础上,提出了优化高中政治教师课堂评价语言的对策。包括在意识层面：政治教师应加强理论学习,树立科学的学生评价观；在实践层面：采取课前积极预设、课中随机应变、课后深度反思课堂评价语言的策略；在管理层面：学校应建立有关教师课堂评价语言的考核机制,强化教师研修和培训工作等。教师课堂评价语言是教师手中的一枚利器,教师以评价语言为工具,能够启发学生思考,激励学生前进。但是根据笔者的调查,高中政治教师由于意识上受传统评价观念的影响,在作出评价时注重的往往是学生呈现出来的答案是否是正确的、符合预期的,而往往忽视了学生回答问题的认知路径和思维过程,再加上在课堂教学实践中,由于对学生回答的倾听不够,又缺乏对课堂评价语言的灵活驾驭,课堂评价语言存在诸多问题,存在很多无效甚至不当的评价,阻碍着学生的发展和课堂教学的顺利进行。语言是一门艺术,高中政治教师应该不断锤炼自己的课堂评价语言,在理论和实践中不断的探索、积累,提升课堂评价语言的吸引力和感染力,本文提出的建议希望能够对高中政治教师提高自己课堂评价语言的质量有所帮助。
[Abstract]:Classroom evaluation language plays a very important role in teaching. Whether the teacher evaluates properly or not, speaking less is related to classroom atmosphere and teaching effect, and to the lifelong development of students, so we should pay enough attention to it. However, in the current political classroom, the classroom evaluation language has not been attached importance to by the teachers, the classroom evaluation language in the teaching process is full of problems, which has seriously affected the development of students and the effect of teaching. Therefore, the author decides to explore the subject of classroom evaluation language of high school political teachers. The first part of the paper defines the relevant concepts of the classroom evaluation language of high school political teachers, combs the types and utility of the classroom evaluation language, and makes a clear overview of the classroom evaluation language of teachers. The second part of the paper collates the general characteristics of teacher classroom evaluation language, the characteristics of the subject. In the third part, the author makes a systematic investigation on the use of classroom evaluation language by high school political teachers. Through the design and implementation of the investigation scheme, the results of the investigation are described and analyzed from the dimensions of frequency, proportion distribution, appropriateness, emotional involvement and artistic degree of classroom evaluation language. Through the analysis, it is revealed that the classroom evaluation language of high school political teachers has some problems, such as overflowing praise, refusing criticism, subjective arbitrariness, arbitrary distortion, simple machinery, general ambiguity, improper timing of expression, lack of personality and lack of emotion. The fourth part of the paper analyzes the main reasons for the problems in the classroom evaluation language of senior political teachers from four aspects: evaluation consciousness, evaluation technology, evaluation psychology and evaluation management. In the last part of the paper, the author puts forward the countermeasures to optimize the classroom evaluation language of high school political teachers on the basis of the above research. At the level of consciousness, political teachers should strengthen their theoretical study and set up a scientific view of students' evaluation; at the practical level, they should adopt the positive presupposition before class, adapt to the situation in class, and reflect deeply the strategy of evaluating language in the classroom after class. In the aspect of management, the school should establish the assessment mechanism of teacher's classroom evaluation language, strengthen the teacher's study and training, etc. Teacher classroom evaluation language is a sharp weapon in the hands of teachers. Teachers can inspire students to think and motivate students to move forward by using evaluation language as a tool. However, according to the author's investigation, because the high school political teachers are influenced by the traditional evaluation concept in consciousness, what they pay attention to when making the evaluation is whether the answer presented by the students is correct or not, which is in line with the expectation. However, the cognitive path and thinking process of students answering questions are often ignored. In addition, in classroom teaching practice, there are many problems in classroom evaluation language because of insufficient listening to students' answers and lack of flexible control of classroom evaluation language. There are many invalid or even improper evaluations, which hinder the development of students and the smooth progress of classroom teaching. Language is an art, high school political teachers should constantly refine their own classroom evaluation language, in theory and practice, constantly explore, accumulate, enhance the appeal and appeal of classroom evaluation language. The suggestions in this paper are expected to help high school political teachers to improve the quality of their classroom evaluation language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2
[Abstract]:Classroom evaluation language plays a very important role in teaching. Whether the teacher evaluates properly or not, speaking less is related to classroom atmosphere and teaching effect, and to the lifelong development of students, so we should pay enough attention to it. However, in the current political classroom, the classroom evaluation language has not been attached importance to by the teachers, the classroom evaluation language in the teaching process is full of problems, which has seriously affected the development of students and the effect of teaching. Therefore, the author decides to explore the subject of classroom evaluation language of high school political teachers. The first part of the paper defines the relevant concepts of the classroom evaluation language of high school political teachers, combs the types and utility of the classroom evaluation language, and makes a clear overview of the classroom evaluation language of teachers. The second part of the paper collates the general characteristics of teacher classroom evaluation language, the characteristics of the subject. In the third part, the author makes a systematic investigation on the use of classroom evaluation language by high school political teachers. Through the design and implementation of the investigation scheme, the results of the investigation are described and analyzed from the dimensions of frequency, proportion distribution, appropriateness, emotional involvement and artistic degree of classroom evaluation language. Through the analysis, it is revealed that the classroom evaluation language of high school political teachers has some problems, such as overflowing praise, refusing criticism, subjective arbitrariness, arbitrary distortion, simple machinery, general ambiguity, improper timing of expression, lack of personality and lack of emotion. The fourth part of the paper analyzes the main reasons for the problems in the classroom evaluation language of senior political teachers from four aspects: evaluation consciousness, evaluation technology, evaluation psychology and evaluation management. In the last part of the paper, the author puts forward the countermeasures to optimize the classroom evaluation language of high school political teachers on the basis of the above research. At the level of consciousness, political teachers should strengthen their theoretical study and set up a scientific view of students' evaluation; at the practical level, they should adopt the positive presupposition before class, adapt to the situation in class, and reflect deeply the strategy of evaluating language in the classroom after class. In the aspect of management, the school should establish the assessment mechanism of teacher's classroom evaluation language, strengthen the teacher's study and training, etc. Teacher classroom evaluation language is a sharp weapon in the hands of teachers. Teachers can inspire students to think and motivate students to move forward by using evaluation language as a tool. However, according to the author's investigation, because the high school political teachers are influenced by the traditional evaluation concept in consciousness, what they pay attention to when making the evaluation is whether the answer presented by the students is correct or not, which is in line with the expectation. However, the cognitive path and thinking process of students answering questions are often ignored. In addition, in classroom teaching practice, there are many problems in classroom evaluation language because of insufficient listening to students' answers and lack of flexible control of classroom evaluation language. There are many invalid or even improper evaluations, which hinder the development of students and the smooth progress of classroom teaching. Language is an art, high school political teachers should constantly refine their own classroom evaluation language, in theory and practice, constantly explore, accumulate, enhance the appeal and appeal of classroom evaluation language. The suggestions in this paper are expected to help high school political teachers to improve the quality of their classroom evaluation language.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2
【相似文献】
相关期刊论文 前10条
1 尤升旗;课堂评价,怎一个“好”字了得[J];人民教育;2003年11期
2 钱瑛;教师课堂评价的三种“过于”[J];黑龙江教育(小学版);2003年27期
3 巩同霞;;改进数学课堂评价方式的实践探索[J];小学教育科研论坛;2003年Z1期
4 郭文勇;课堂评价应关注学生的学习状态[J];环渤海经济w，
本文编号：2227800
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2227800.html
