高中作文教学评价研究

发布时间：2019-06-09 16:12

【摘要】：高中阶段,作文教学在语文教学中占有重要地位,作文的好坏是学生语文学习成败的关键。然而在具体的作文教学中,师生都陷入了困境,主要表现在如何打造出高效的作文课堂,以及如何确定衡量教学水平高低的标准。为了解决这一难题,我们就必须引入教学评价理论,指导作文教学的评价工作,高中作文教学评价研究涉及作文教学的方方面面。我们要总结吸收前人研究的成果,从搜集的资料来看,他们的研究是值得借鉴的,是丰富详实有效的,但由于时代的不断向前发展,我们还需加入一些新意。而这种“新”,需要依赖客观现实,即实际的调查,进而了解新情况,发现新问题。在论文的第一章对当前的作文教学评价的国内外研究现状作简要总结,分析存在问题。第二章对作文教学活动的主要参与者,同时也是被评价对象—教师和学生进行访谈和问卷调查,掌握高中作文教学一线的实际信息。调查发现,教师对作文教学评价的理解并不全面,评价意识不够,把教学的重点放在了学生的作文成绩上,出现了评价片面化和功利化的想象。在学生方面,学生对作文教学有厌恶情绪,对作文素材积累不够,阅读量不足,对作文评价也仅仅停留在老师的作文批改上,很少进行自我评价。此外,调查发现师生之间缺乏互动,教师更多的担任评价者的角色,忽略了自己被评价者的身份,师生互评的评价模式并未形成。当然,在这其中也发现了一些好的现象,例如对作文的重视等,让我们对作文教学评价的研究有了动力。针对大家对作文教学评价的认识不够全面的问题,在第三章对作文教学评价的内容作了系统的论述,评价内容共包含四个部分,即对作文教学目标、过程、方法和结果的评价。教学目标的评价要结合新课程教学的三维目标要求,即知识与技能、过程与方法、情感态度与价值观。当然还需和具体作文教学的课型、课程安排相匹配,针对不同的授课内容确立对应教学目标,加以评价。教学过程和教学方法相配合,实现既定教学目标,最后产生教学结果。目标、过程、方法和结果是连贯的,而作文评价是要贯穿于整个作文教学始终的。通过现状的分析、评价内容的介绍,我们对作文教学评价有了较深认识,接下来就解决怎么办的问题,第四章提出了一些建议,提供作文教学评价参考。
[Abstract]:In senior high school, composition teaching plays an important role in Chinese teaching, and the quality of composition is the key to the success or failure of students' Chinese learning. However, in the specific composition teaching, teachers and students are in a dilemma, mainly in how to create an efficient composition classroom, and how to determine the standards to measure the level of teaching. In order to solve this problem, we must introduce the theory of teaching evaluation to guide the evaluation of composition teaching. The research of composition teaching evaluation in senior high school involves all aspects of composition teaching. We should sum up and absorb the results of previous studies. From the collected data, their research is worth drawing lessons from, is rich, detailed and effective, but because of the continuous development of the times, we still need to add some new ideas. This kind of "new" needs to rely on the objective reality, that is, the actual investigation, and then understand the new situation and find new problems. In the first chapter of the paper, the current research status of composition teaching evaluation at home and abroad is briefly summarized, and the existing problems are analyzed. The second chapter carries on the interview and the questionnaire survey to the main participant in the composition teaching activity, at the same time, also carries on the interview and the questionnaire survey to the teacher and the student, grasps the actual information of the composition teaching line in the senior high school. It is found that teachers' understanding of composition teaching evaluation is not comprehensive and evaluation consciousness is not enough. the emphasis of teaching is on students' composition performance, and there is an imagination of one-sided and utilitarian evaluation. In terms of students, students have aversion to composition teaching, insufficient accumulation of composition materials, insufficient reading, composition evaluation only stays on the teacher's composition correction, rarely self-evaluation. In addition, the survey found that there is a lack of interaction between teachers and students, teachers more play the role of evaluators, ignore the identity of their own evaluators, the evaluation model of mutual evaluation between teachers and students has not been formed. Of course, some good phenomena have also been found, such as the importance attached to composition, so that we have the motivation to study the evaluation of composition teaching. In view of the fact that everyone's understanding of composition teaching evaluation is not comprehensive, in the third chapter, the content of composition teaching evaluation is systematically discussed, which consists of four parts, that is, the evaluation of composition teaching objectives, processes, methods and results. The evaluation of teaching objectives should be combined with the three-dimensional goal requirements of the new curriculum teaching, that is, knowledge and skills, processes and methods, emotional attitudes and values. Of course, it also needs to match the class type and curriculum arrangement of the specific composition teaching, and establish the corresponding teaching objectives for different teaching contents and evaluate them. The teaching process and the teaching method cooperate, realize the established teaching goal, and finally produce the teaching result. Goals, processes, methods and results are coherent, and composition evaluation runs through the whole composition teaching. Through the analysis of the present situation and the introduction of the evaluation content, we have a deep understanding of the composition teaching evaluation, and then we have a deep understanding of how to solve the problem. The fourth chapter puts forward some suggestions to provide reference for the composition teaching evaluation.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.34

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