本文關(guān)鍵詞： 過程性評價 混合學習 評價策略　出處：《上海師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：過程性評價是與混合學習相匹配的評價策略,二者的關(guān)系可以概括為如下兩個方面:混合學習的效果需要過程性評價指標來判定;過程性評價是評估有效混合學習的最佳方法。第四代評價理論、分布式認知理論以及深度學習理論為建立過程性評價模型和混合性學習模型提供了理論基礎,建立在三個重要理論的基礎上,過程性評價和混合學習進一步清晰化。關(guān)于過程性評價模型的建構(gòu)遵循如下邏輯路徑:過程性評價是以學習者為主體,利益相關(guān)者共同參與,以質(zhì)性評價為主要方式,通過對動機、過程和效果極其之間關(guān)系的全面解析而做出的全面評價,意在優(yōu)化學習過程、實現(xiàn)素質(zhì)的發(fā)展。在操作性定義的基礎上設定行為假設,并建立過程性評價項目參照系,包括學習動機、學習過程、學習資源三個維度,對每一個維度進行一級指標分解、二級指標分解,對每一個二級指標下操作性定義,在此基礎上提供過程性評價模型�；旌蠈W習是受線上資源和線下交互雙重支持,靈活應用網(wǎng)絡環(huán)境和課堂環(huán)境的學習方式,它將學習分析、學習實踐、學習整合有機統(tǒng)一,以求學習效果的最大化。相似的,在操作性界定的基礎上設定混合學習的行為假設,建立混合學習的結(jié)構(gòu)參照系,即:學習分析、學習實踐、學習整合三個維度,對每一個維度進行一級指標分解、二級指標分解,對每一個二級指標下操作性定義,在此基礎上提供混合學習模型。觀察并分析真實情景下混合學習評價方式的實施情況,現(xiàn)狀是提出策略的現(xiàn)實依據(jù)。在對三名學情不同的學習者為期一學期的觀察以及最后的訪談后,與過程性評價模型對照,總體上呈現(xiàn)出評價時機、評價內(nèi)容、評價主體、評價方式四方面的不合理;與混合學習模型對照,現(xiàn)行的混合學習呈現(xiàn)出初始分析不到位、學習過程低效、學習效果總體不佳三大方面的問題,并各自伴有復雜的成因。問題的成因主要集中于教師觀念層面、教師行為層面、學生觀念層面、學生行為層面四方面,故宏觀上提出:教師觀念轉(zhuǎn)變策略、教師行為轉(zhuǎn)變策略、學生觀念轉(zhuǎn)變策略以及學生行為轉(zhuǎn)變策略四大策略。
[Abstract]:The process of evaluation is the evaluation of learning strategy to match and mixing, the relationship between the two can be summarized into two aspects as follows: the effect of blended learning process evaluation index to judge; process evaluation is to evaluate optimal method of blended learning. The fourth generation evaluation theory, distributed cognition theory and deep learning theory provides the foundation for the establishment of process evaluation model and hybrid learning model based on three important theories, process evaluation and blended learning. Further clarity on the construction process of compliance evaluation model on the following logical path: process evaluation is learner centered, stakeholder participation, quality evaluation is the main way through the comprehensive analysis of the relationship between motivation, process and effect between extremely and make a comprehensive evaluation, to optimize the learning process, to achieve the quality of hair Show. Set behavioral assumptions in operation based on the definition, and the establishment of process evaluation project reference system, including learning motivation, learning process, learning resources of three dimensions, each dimension of decomposition level indicators, two indicators of decomposition, the definition of the operation of each level two indexes, this on the basis of process evaluation model. Blended learning is affected by the online and offline interaction of double support, flexible application of network environment and classroom learning environment, it will learn to analyze, study and practice, learn to integrate the organic unity, to maximize the learning effect. Similarly, setting the blended learning behavior hypothesis based on operation the definition on the establishment of structure hybrid learning reference system, namely: learning analysis, study and practice, learn to integrate the three dimensions of each dimension of the decomposition level indicators, two indicators of decomposition, each of the two grade index The definition of standard operation, to provide a hybrid learning model based on the observation and analysis of the implementation of hybrid learning evaluation of the real situation, the status quo is put forward realistic basis strategy. In the three learning situation of different learners for a semester of observation and interview, the control and evaluation of the process model. Has an overall evaluation time, evaluation content, evaluation subject, evaluation of four aspects of the unreasonable way; and hybrid learning model control, the current study presents a mixed initial analysis is not in place, the learning process inefficient, learning the overall effect of poor three problems, the causes and their associated complex. The causes of the problem mainly concentrated teachers in the concept level, behavior level of teachers, students concept level, student behavior level four aspects, so the macro put forward: the concept of teachers' behavior change strategy, transformation strategy, the concept of students Four strategies are the strategy of transformation and the strategy of the change of students' behavior.

【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

【參考文獻】

相關(guān)期刊論文 前10條

1 張思琦;張文蘭;李寶;;國外近十年深度學習的研究現(xiàn)狀與發(fā)展趨勢——基于引文分析及共詞矩陣的知識圖譜分析[J];遠程教育雜志;2016年02期

2 嚴文蕃;李娜;;互聯(lián)網(wǎng)時代的教學創(chuàng)新與深度學習——美國的經(jīng)驗與啟示[J];遠程教育雜志;2016年02期

3 袁萍;;基于混合學習的漢語綜合課教學模式設計[J];現(xiàn)代教育技術(shù);2016年03期

4 文雯;許甜;謝維和;;把教育帶回來——麥克·揚對社會建構(gòu)主義的超越與啟示[J];教育研究;2016年03期

5 白雪梅;馬紅亮;張立國;;美國K-12混合學習的實踐及啟示[J];現(xiàn)代教育技術(shù);2016年02期

6 張芮;傅鋼善;;基于人人通平臺混合學習模式的構(gòu)建[J];中國教育信息化;2015年24期

7 尹睿;劉路莎;;以混合學習為導向的微課應用模式探索與實踐[J];中國教育信息化;2015年22期

8 羅yN晟;;基于混合學習的《文獻檢索》綜合性檢索設計研究[J];中國教育信息化;2015年22期

9 邵秀英;劉敏昆;;淺談混合學習中教師角色的轉(zhuǎn)變[J];中國教育信息化;2015年22期

10 楊彥軍;江吉林;江毅;;Tower泛在接入環(huán)境下的混合學習模式研究[J];中國遠程教育;2015年09期

，

本文編號：1484176