本文選題：小學(xué)作文評價 + 艾斯納��； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：教育作為促進社會發(fā)展的重要手段,它的發(fā)展離不開教育評價。沒有教育評價就無法衡量教育目標(biāo)的落實情況,更無法進行下一步的教育教學(xué)改革。語文是人文性與工具性相統(tǒng)一的一門具有綜合性和實踐性的學(xué)科,其中寫作是語文教學(xué)的重要組成部分。實際上對小學(xué)生作文的評價無論是對小學(xué)生的作文寫作還是孩子的成長發(fā)展都會產(chǎn)生巨大的影響,但是目前存在的很多教育評價方式,多以崇尚科學(xué)的量化評價為主,加上功利主義的驅(qū)使評價更注重“量的統(tǒng)一性”。艾斯納的教育鑒賞與教育批評作為反對量化評價的代表,給目前的教育評價增添了一絲色彩,形成質(zhì)性評價的典型理論。筆者基于對小學(xué)語文教學(xué)中的作文評價的學(xué)習(xí)和研究,全面分析艾斯納教育鑒賞與教育批評理論,通過收集鑒賞資料,用教育批評的四個部分對學(xué)生的作文進行評價,改變過去作文評價的量化的規(guī)則。實習(xí)兩個月期間通過觀察、訪談和行動研究的形式進行教育鑒賞與教育批評理論的實踐。論文共分為五部分,第一部分主要闡明了研究緣由、研究意義及研究綜述。第二章分析了目前小學(xué)作文評價的現(xiàn)狀,通過查閱相關(guān)文獻,了解新課改以來小學(xué)作文評價變化與改革,同時結(jié)合實習(xí)經(jīng)驗,將所在實習(xí)班級的作文評價狀況進行總結(jié)概括,從而為接下來理論的運用打下了基礎(chǔ)。第三章對艾斯納教育鑒賞與教育批評理論進行了全面的分析解釋,深入研究教育鑒賞、教育批評以及兩者之間的關(guān)系。第四章與第五章是本論文的核心部分,即將教育鑒賞與教育批評運用到實際的作文評價工作中,首先基于教育鑒賞是一個對細微教育細節(jié)的感知這一過程,收集鑒賞資料,作為教育評價的前提條件。在所選定的研究對象做了一定的鑒賞資料收集和教育批評后通過訪談得到同學(xué)們的反饋,最后對目前的作文評價提出建議。
[Abstract]:Education as an important means to promote social development, its development can not be separated from educational evaluation. Without educational evaluation, we can not measure the implementation of educational goals, nor can we carry out the next education reform. Chinese is a comprehensive and practical subject with the unity of humanism and instrumentality, in which writing is an important part of Chinese teaching. In fact, the evaluation of the composition of primary school students will have a great impact on the composition writing of pupils and the growth and development of the children. However, many of the educational evaluation methods currently exist are mainly based on the scientific quantitative evaluation. Combined with utilitarianism, the evaluation pays more attention to the unity of quantity. The educational appreciation and criticism of Eisner, as representatives against quantitative evaluation, add a trace of color to the present educational evaluation and form a typical theory of qualitative evaluation. Based on the study and research of composition evaluation in primary school Chinese teaching, the author comprehensively analyzes the theory of Eisner educational appreciation and educational criticism, and evaluates students' composition with four parts of educational criticism through collecting appreciation materials. Change the quantitative rules of past composition evaluation. Practice of educational appreciation and educational criticism theory through observation, interview and action research. The thesis is divided into five parts. The first part mainly expounds the research reason, research significance and research summary. The second chapter analyzes the current situation of primary school composition evaluation, through consulting relevant literature, to understand the changes and reforms of primary school composition evaluation since the new curriculum reform, at the same time, combined with the practice experience, the thesis summarizes the composition evaluation status of the practice class. Thus laid the foundation for the application of the following theory. The third chapter makes a comprehensive analysis and explanation of the theory of Eisner education appreciation and education criticism, and deeply studies the educational appreciation, educational criticism and the relationship between them. The fourth and fifth chapters are the core part of this thesis, that is to say, education appreciation and educational criticism are applied to the actual composition evaluation. Firstly, based on the fact that education appreciation is a process of perceiving the fine details of education, we collect appreciation materials. As a prerequisite for educational evaluation. After the selected research object has made some appreciation data collection and educational criticism, we can get the feedback from the students through interviews, and finally put forward some suggestions to the current composition evaluation.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.24

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本文編號：1941717