综合素质评价背景下的初中生学业水平评价研究

发布时间：2018-11-21 12:37

【摘要】：受传统唯分数论影响,形成了长期以来主要采用成绩分数对初中生进行学业评价的固定模式,评价主体、评价内容、评价方法、结果使用等方面结构单一,导致初中生学业评价逐渐走向僵化、窄化。为了帮助有效改善这种评价现状,综合素质评价应运而生,并将学生的学业水平评价作为重要构成和改革重点,因此,我们需要在综合素质评价的视域背景下,对初中生学业水平评价进行理论分析和现实审视,将其更好纳入到综合素质评价中,有效改善初中生学业水平评价生态。综合素质评价背景下的初中生学业水平评价是根据初中教育目标和初中生的身心发展特点,重点关注初中生校内的日常性课程学习过程及结果,采用量化与质性双重手段来进行全面、客观的评价。基本理念包括以促进学生发展为目的、讲求过程与结果并重、关注师生主动性地反思,评价内容既包含关键性考试为表现形式的结果性评价内容,又包括课程学习记录、研究性学习记录、学科作品展示、学科特长表现记录等具有代表性的过程性评价内容;评价方法既包括对成绩的量化分析,又包括客观记录、学生的反思性评价以及教师、同学、家长等他人评语;对于评价结果的使用,既用于校内又用于招生使用,以校内使用为主,用于提高学生学习质量和学业水平和帮助教师改进教学。通过审视初中生学业水平评价现状,分析发现存在的主要问题有:评价主体单一,评价主体的多元价值体现不足;评价内容过分关注对结果的评价,对过程的评价关注不足;评价方法偏重于量化,对多样化的质性方法使用不足;评价结果缺乏科学分析,利用率较低。这些问题的原因主要是:我国长期处于“分数至上”的传统评价生态;评价现实与教育理念之间存在矛盾;教师综合运用学业评价方式的能力欠缺;“以教师为中心”评价观念引起的评价依赖。基于对现实问题的审视和归因分析,对初中生学业水平评价提出了具体的优化策略:转变传统评价观念,树立发展性的评价理念;缩小初中生学业水平评价实践与理念之间的落差;发挥多元评价主体的价值,自评与他评相结合;借助丰富的学科学习活动更好地开展评价;建立校本化电子平台,实现评价网络化。
[Abstract]:Under the influence of the traditional score theory, it has formed a fixed pattern of academic evaluation of junior high school students, which is mainly used for a long time. The main body of evaluation, the content of evaluation, the evaluation method, the use of results, and so on, have a single structure. As a result, junior high school students' academic evaluation gradually moves towards ossification and narrowing. In order to effectively improve the present situation of this kind of evaluation, comprehensive quality evaluation emerges as the times require, and the evaluation of students' academic level is regarded as an important component and reform focus. Therefore, we need to take the perspective of comprehensive quality evaluation under the background of comprehensive quality evaluation. The evaluation of junior high school students' academic level is theoretically analyzed and examined in practice, which is better integrated into the comprehensive quality evaluation to effectively improve the ecological evaluation of junior high school students' academic level. The evaluation of junior high school students' academic level under the background of comprehensive quality evaluation is based on the junior high school education goals and the characteristics of junior high school students' physical and mental development, focusing on the learning process and results of the daily curriculum in the junior high school students. Quantitative and qualitative methods are used to carry out comprehensive and objective evaluation. The basic ideas include promoting students' development, paying equal attention to both process and result, paying attention to teachers and students' active reflection. The content of evaluation includes not only the content of result evaluation in the form of key examination, but also the record of course study. Research learning records, subject works display, subject performance records and other representative process evaluation content; The evaluation method includes not only the quantitative analysis of the achievement, but also the objective record, the reflective evaluation of the students and the comments of other teachers, classmates, parents and so on. The use of evaluation results is used not only in school but also in enrollment, mainly in school, in order to improve students' learning quality and academic level and to help teachers improve their teaching. By examining the present situation of the evaluation of junior high school students' academic level, the author finds that the main problems are as follows: single subject of evaluation, insufficient embodiment of multiple value of evaluation subject, excessive attention to the evaluation of results and insufficient attention to evaluation of process; The evaluation method is focused on quantification and is not enough to use the diversified qualitative methods, and the evaluation results are lack of scientific analysis and the utilization ratio is low. The main reasons for these problems are: the traditional evaluation ecology of "score first" in our country for a long time, the contradiction between the evaluation reality and the educational idea, the lack of teachers' ability to comprehensively apply the way of academic evaluation; The evaluation dependence caused by the idea of teacher-centered evaluation. Based on the examination and attribution analysis of practical problems, this paper puts forward specific optimization strategies for the evaluation of junior high school students' academic level: changing the traditional evaluation concept and setting up the developmental evaluation idea; To narrow the gap between the practice and idea of junior high school students' academic evaluation; to give play to the value of multiple evaluation subjects and combine self-evaluation with other evaluation; to carry out evaluation better with the help of rich subject learning activities; Set up the school-based electronic platform to realize the evaluation network.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.0

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