本文選題：課堂即時(shí)評(píng)價(jià)　切入點(diǎn)：教師知識(shí)觀　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：在當(dāng)前國家大力提倡培養(yǎng)核心素養(yǎng)的背景下,如何將課堂知識(shí)傳授的過程轉(zhuǎn)變成素養(yǎng)養(yǎng)成的過程,是每一位專家學(xué)者及一線教學(xué)工作者必然要面臨的問題。而即時(shí)評(píng)價(jià)作為指導(dǎo)整個(gè)課堂教學(xué)活動(dòng)的核心要素,是學(xué)生跨越知識(shí)走向素養(yǎng)的橋梁,在促進(jìn)學(xué)生習(xí)得素養(yǎng)、全面發(fā)展方面具有不可替代的作用。同時(shí),素養(yǎng)的養(yǎng)成離不開知識(shí)的學(xué)習(xí),但教師對(duì)知識(shí)的看法如何將影響課堂即時(shí)評(píng)價(jià)的功能是否有效發(fā)揮,從而影響學(xué)生知識(shí)學(xué)習(xí)的效果。鑒于此,論文選擇基于教師知識(shí)觀轉(zhuǎn)型的視角,綜合運(yùn)用文獻(xiàn)研究法、訪談法、課堂觀察法,從理論探究與實(shí)證調(diào)研兩方面來探討小學(xué)課堂即時(shí)評(píng)價(jià)的改善問題,即良好的知識(shí)觀有利于從根本上改善課堂即時(shí)評(píng)價(jià)的弊病。論文分五部分,具體框架如下:第一部分,導(dǎo)論。主要介紹了選題的依據(jù)與核心概念的界定,在對(duì)文獻(xiàn)整理分析的基礎(chǔ)上綜述了國內(nèi)外相關(guān)研究現(xiàn)狀,并對(duì)本研究的理論基礎(chǔ)做了具體闡述,最后簡要說明了研究目的及意義。第二部分,理論研究。通過對(duì)已有研究成果的深度剖析,厘清了當(dāng)代教師知識(shí)觀轉(zhuǎn)型在知識(shí)本質(zhì)觀、知識(shí)價(jià)值觀、知識(shí)獲得觀等方面的主要表征,并在此基礎(chǔ)上深入探析了教師知識(shí)觀轉(zhuǎn)型對(duì)即時(shí)評(píng)價(jià)的影響機(jī)制,凸顯教師知識(shí)觀轉(zhuǎn)型對(duì)課堂即時(shí)評(píng)價(jià)轉(zhuǎn)變的重要性。第三部分,理論研究。通過探究在知識(shí)觀轉(zhuǎn)型視角下當(dāng)代課堂評(píng)價(jià)的總體價(jià)值走向,進(jìn)一步對(duì)基于知識(shí)觀轉(zhuǎn)型視域的當(dāng)代課堂即時(shí)評(píng)價(jià)在評(píng)價(jià)目的、評(píng)價(jià)內(nèi)容、評(píng)價(jià)對(duì)象、評(píng)價(jià)語言、評(píng)價(jià)形式、評(píng)價(jià)標(biāo)準(zhǔn)等具體維度的應(yīng)然狀態(tài)作出了具體闡述。第四部分,實(shí)證研究。通過課堂觀察、訪談等方式,對(duì)小學(xué)教師的課堂即時(shí)評(píng)價(jià)現(xiàn)狀進(jìn)行了實(shí)踐調(diào)研。根據(jù)課堂觀察實(shí)錄與師生訪談的調(diào)研結(jié)果,從認(rèn)知狀況與應(yīng)用現(xiàn)狀兩個(gè)方面對(duì)小學(xué)課堂即時(shí)評(píng)價(jià)的現(xiàn)狀作出基于教師知識(shí)觀層面的質(zhì)性描述分析,并進(jìn)行了歸因探析。第五部分,優(yōu)化策略。結(jié)合問題產(chǎn)生的原因,基于教師知識(shí)觀轉(zhuǎn)型的視角從環(huán)境、觀念、技能三個(gè)層面提出了促使小學(xué)課堂即時(shí)評(píng)價(jià)優(yōu)化的策略。
[Abstract]:Under the background of promoting the cultivation of core literacy, how to transform the teaching process of classroom knowledge into the process of cultivation of literacy is an inevitable problem for every expert and scholar as well as first-line teaching workers.As the core element of guiding the whole classroom teaching activities, instant evaluation is the bridge for students to stride knowledge to literacy, and plays an irreplaceable role in promoting students' acquisition literacy and all-round development.At the same time, the cultivation of literacy is inseparable from the learning of knowledge, but how teachers' views on knowledge will affect whether the function of classroom immediate evaluation can be effectively played, thus affecting the effect of students' knowledge learning.In view of this, the thesis chooses the angle of view of teachers' knowledge transformation, synthetically applies literature research, interview and classroom observation to discuss the improvement of classroom instant evaluation in primary school from two aspects: theoretical research and empirical investigation.That is, a good view of knowledge is conducive to the fundamental improvement of classroom evaluation of the drawbacks.The paper is divided into five parts, the specific framework is as follows: the first part, introduction.This paper mainly introduces the basis of selecting the topic and the definition of the core concept, summarizes the current research situation at home and abroad on the basis of literature collation and analysis, and expounds the theoretical basis of this research in detail, and finally briefly explains the purpose and significance of the research.The second part, theoretical research.Through the deep analysis of the existing research results, this paper clarifies the main representations of the transformation of contemporary teachers' view of knowledge in the aspects of knowledge essence view, knowledge value view, knowledge acquisition view and so on.On the basis of this, the author deeply analyzes the influence mechanism of teachers' knowledge view transformation on immediate evaluation, and highlights the importance of teachers' knowledge view transformation to classroom immediate evaluation.The third part, theoretical research.By exploring the general value trend of contemporary classroom evaluation from the perspective of transformation of knowledge view, this paper further explores the evaluation purpose, content, object, language and form of immediate evaluation of contemporary classroom based on the perspective of transformation of knowledge view.Evaluation criteria and other specific dimensions of the state of the ought to make a specific elaboration.The fourth part, empirical research.Through classroom observation and interview, the present situation of classroom evaluation of primary school teachers is investigated.Based on the results of classroom observation and interviews between teachers and students, this paper makes qualitative description and analysis of the present situation of classroom instant evaluation in primary schools based on teachers' view of knowledge from the two aspects of cognition and application, and makes an analysis of attribution.The fifth part, optimization strategy.Combined with the causes of the problem, this paper puts forward the strategies to promote the optimization of classroom immediate evaluation in primary schools from the perspective of teachers' knowledge transformation from three aspects: environment, concept and skills.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G622.4

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