本文選題：教師學(xué)習(xí) + 學(xué)習(xí)評(píng)價(jià)��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：教師的學(xué)習(xí)促進(jìn)教師的發(fā)展,是教師發(fā)展的源動(dòng)力,教師的學(xué)習(xí)評(píng)價(jià)作為教育管理中的一種手段是教育管理工作的支撐點(diǎn),其評(píng)價(jià)結(jié)果服務(wù)和指導(dǎo)于下一階段的教育管理工作。作為教師,肩上擔(dān)負(fù)著提高教育質(zhì)量的重任,作為成人,教師學(xué)習(xí)實(shí)質(zhì)上又秉承著自我發(fā)展的需求。目前我國(guó)教師學(xué)習(xí)評(píng)價(jià)忽視了發(fā)展性與過(guò)程性,評(píng)價(jià)目標(biāo)重視結(jié)果輕視教師發(fā)展;評(píng)價(jià)標(biāo)準(zhǔn)靜止、評(píng)價(jià)方法單調(diào);多元評(píng)價(jià)主體參與缺失;評(píng)價(jià)結(jié)果反饋說(shuō)明性有限,建議性不足等問(wèn)題,評(píng)價(jià)價(jià)值失落,使教師學(xué)習(xí)游離于教師發(fā)展這一根本目標(biāo)。情境性評(píng)價(jià)本質(zhì)上屬于第四代評(píng)價(jià)理論的一種最新形式,從功能上講評(píng)價(jià)的作用為——以評(píng)促建、以評(píng)促改、以評(píng)促管、評(píng)建結(jié)合、重在建設(shè)。它依托于“真實(shí)的”情境,以教師發(fā)展為根本目標(biāo),采取多元適應(yīng)的評(píng)價(jià)方法把握具體情境中教師學(xué)習(xí)的真實(shí)表現(xiàn),從而進(jìn)行合理的價(jià)值判斷。結(jié)合我國(guó)“國(guó)培計(jì)劃”的實(shí)施,基于對(duì)教師學(xué)習(xí)評(píng)價(jià)的考察,審視已有評(píng)價(jià)存在的不足,將情境性評(píng)價(jià)運(yùn)用于教師學(xué)習(xí),探尋教師學(xué)習(xí)評(píng)價(jià)生成路徑,為取得更好的效果提供參考。本研究主要從五個(gè)方面對(duì)教師學(xué)習(xí)評(píng)價(jià)進(jìn)行了分析:第一,審視教師學(xué)習(xí)評(píng)價(jià)現(xiàn)狀。編制問(wèn)卷及訪談提綱對(duì)教師學(xué)習(xí)者進(jìn)行調(diào)查。第二,探尋教師學(xué)習(xí)評(píng)價(jià)存在的不足及并進(jìn)行原因分析。第三,明晰教師學(xué)習(xí)評(píng)價(jià)的情境性意蘊(yùn)、應(yīng)然路徑與價(jià)值取向:以教師發(fā)展為本、置于情境的過(guò)程性評(píng)價(jià)、量化與質(zhì)化、動(dòng)態(tài)與靜態(tài)的結(jié)合、注重人的個(gè)性關(guān)懷、注重“真實(shí)性的學(xué)習(xí)”。第四,教師學(xué)習(xí)情境性評(píng)價(jià)的模式與設(shè)計(jì)。把握教師學(xué)習(xí)情境性評(píng)價(jià)的建構(gòu)目標(biāo)、理論基礎(chǔ)和原則、結(jié)構(gòu)以及要素,倡導(dǎo)多元主體參與評(píng)價(jià),以發(fā)展為評(píng)價(jià)的目的,設(shè)計(jì)兼具量化與質(zhì)化的評(píng)價(jià)標(biāo)準(zhǔn)導(dǎo)向,以“真實(shí)性”學(xué)習(xí)為評(píng)價(jià)內(nèi)容,融合了現(xiàn)代大數(shù)據(jù)信息技術(shù)的評(píng)價(jià)方法,最終實(shí)現(xiàn)良性循環(huán)的反饋性評(píng)價(jià)結(jié)果。通過(guò)制定情境性學(xué)習(xí)內(nèi)容活動(dòng),設(shè)計(jì)教師學(xué)習(xí)情境性評(píng)價(jià)方案,實(shí)現(xiàn)教師學(xué)習(xí)有效評(píng)價(jià)。第五,教師學(xué)習(xí)情境性評(píng)價(jià)結(jié)語(yǔ)。總結(jié)教師學(xué)習(xí)情境性評(píng)價(jià)的研究結(jié)論,提出教師學(xué)習(xí)情境性評(píng)價(jià)研究的不足與展望。本研究將“情境性評(píng)價(jià)”運(yùn)用到教師學(xué)習(xí)研究領(lǐng)域,拓寬了一種新的認(rèn)識(shí)評(píng)價(jià)維度,為更好的實(shí)現(xiàn)教師學(xué)習(xí)質(zhì)量提供有益參考。
[Abstract]:Teachers' learning promotes the development of teachers and is the source power of teachers' development. As a means of educational management, teachers' learning evaluation is the supporting point of educational management, and its evaluation results serve and guide the next stage of educational management. As a teacher, teachers shoulder the important task of improving the quality of education. As adults, teachers' learning carries on the demand of self-development. At present, the teacher learning evaluation in our country has neglected the development and process, attached importance to the evaluation goal and despised the teacher development; the evaluation standard is still, the evaluation method is monotonous, the multiple evaluation subject is absent, the evaluation result feedback is limited, the explanation of the evaluation result is limited. Some problems, such as deficiency of suggestion, loss of evaluation value make teachers' learning dissociate from the fundamental goal of teacher's development. Situational evaluation is essentially one of the newest forms of the fourth generation evaluation theory. The function of evaluation is to promote construction by evaluation, reform by evaluation, management by evaluation, combination of evaluation and construction, and emphasis on construction. It relies on the "real" situation, takes the teacher development as the basic goal, adopts the multi-adaptive evaluation method to grasp the real performance of the teacher's learning in the concrete situation, thus carries on the reasonable value judgment. Combined with the implementation of "National Education Plan" in China, based on the investigation of teacher learning evaluation, this paper examines the shortcomings of existing evaluation, applies situational evaluation to teacher learning, and explores the generating path of teacher learning evaluation. To provide a reference for achieving better results. This study mainly analyzes teachers' learning evaluation from five aspects: firstly, it examines the present situation of teachers' learning evaluation. A questionnaire and an interview outline were developed to investigate teachers and learners. Second, to explore the shortcomings and causes of teacher learning evaluation. Third, clarify the situational meaning of teacher learning evaluation, should approach and value orientation: based on the teacher development, placed in the context of the process evaluation, quantitative and qualitative, dynamic and static combination, pay attention to human personality care, Pay attention to the study of authenticity. Fourth, the model and design of teachers' learning situational evaluation. Grasp the construction goal, theoretical basis and principle, structure and elements of teachers' learning situational evaluation, advocate multiple subjects to participate in evaluation, and design a quantitative and qualitative evaluation standard guide with development as the purpose of evaluation. Taking "truthfulness" learning as the evaluation content, this paper combines the evaluation method of modern big data information technology, and finally realizes the feedback evaluation result of benign circle. By setting up situational learning activities and designing teacher learning situational evaluation programs, the effective evaluation of teachers' learning can be realized. Fifth, the conclusion of teachers' learning situational evaluation. This paper summarizes the research conclusions of teachers' learning situational evaluation, and puts forward the deficiency and prospect of teachers' learning situational evaluation. This study applies "situational evaluation" to the research field of teachers' learning, broadens a new dimension of cognitive evaluation, and provides a useful reference for the better realization of teachers' learning quality.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蔡金芳;;情境學(xué)習(xí)理論的闡釋及其在成人教育中的應(yīng)用[J];湖北大學(xué)成人教育學(xué)院學(xué)報(bào);2012年01期

2 丁念金;;和諧社會(huì)背景下學(xué)習(xí)評(píng)價(jià)的文化自覺(jué)[J];當(dāng)代教育科學(xué);2011年24期

3 梁紅梅;欒慧敏;戚淑芝;;改革開(kāi)放以來(lái)我國(guó)中小學(xué)生評(píng)價(jià)制度的發(fā)展與反思[J];當(dāng)代教育科學(xué);2011年18期

4 王新民;;學(xué)習(xí)評(píng)價(jià)的類型及其特征分析[J];內(nèi)江師范學(xué)院學(xué)報(bào);2010年12期

5 朱旭東;;論“國(guó)培計(jì)劃”的價(jià)值[J];教師教育研究;2010年06期

6 王紅艷;楊育宏;;高職院校學(xué)生學(xué)習(xí)質(zhì)量“三方三段式”評(píng)價(jià)模式的探索[J];中國(guó)成人教育;2010年18期

7 劉磊;徐國(guó)慶;;聚焦于項(xiàng)目的情境學(xué)習(xí)機(jī)制研究[J];武漢職業(yè)技術(shù)學(xué)院學(xué)報(bào);2010年04期

8 謝明初;;情境認(rèn)知理論對(duì)數(shù)學(xué)教育的意義[J];教育研究;2009年08期

9 饒愛(ài)鵬;;高職學(xué)生學(xué)習(xí)評(píng)價(jià)體系改革探析[J];教育與職業(yè);2009年08期

10 劉超;高益民;;作為終身學(xué)習(xí)評(píng)價(jià)體系的澳大利亞資格框架[J];比較教育研究;2009年03期

相關(guān)博士學(xué)位論文 前3條

1 張瑞;理解與超越：情境適應(yīng)性教學(xué)評(píng)價(jià)研究[D];西南大學(xué);2011年

2 趙傳兵;喚醒情意：地理情境體驗(yàn)教學(xué)[D];華東師范大學(xué);2010年

3 王篤勤;環(huán)境適應(yīng)型評(píng)價(jià)模型及其在大學(xué)英語(yǔ)評(píng)價(jià)中的應(yīng)用[D];北京師范大學(xué);2007年

相關(guān)碩士學(xué)位論文 前6條

1 伍琴;高中英語(yǔ)課堂教學(xué)情境性評(píng)價(jià)研究[D];西南大學(xué);2015年

2 韓肖艷;“國(guó)培計(jì)劃”中小學(xué)教師短訓(xùn)項(xiàng)目有效性評(píng)價(jià)研究[D];河南大學(xué);2014年

3 張靜;教師的個(gè)人身份因素與教師短期培訓(xùn)效果的相關(guān)性研究[D];華東師范大學(xué);2012年

4 郭靖;網(wǎng)絡(luò)環(huán)境下合作學(xué)習(xí)評(píng)價(jià)方法的探究[D];首都師范大學(xué);2006年

5 諸峰;基于網(wǎng)絡(luò)學(xué)習(xí)的形成性評(píng)價(jià)研究[D];揚(yáng)州大學(xué);2005年

6 李鋒;信息技術(shù)課程學(xué)習(xí)評(píng)價(jià)的理論與方法研究[D];華東師范大學(xué);2004年

，

本文編號(hào)：1940386