本文選題：評價 + 數(shù)學(xué)課堂評價　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：課程改革進行了不少年頭,許多教師和相關(guān)研究人員都一直在關(guān)注數(shù)學(xué)課堂上教與學(xué)的評價,也形成了不少文獻。但在理論研究的基礎(chǔ)上深入實踐并不斷改進的評價方式總是不盡如人意。同行們多重視對學(xué)生知識與技能等認知領(lǐng)域評價,但往往忽視學(xué)生在習(xí)慣、態(tài)度、情感和意志等個性形成和情感領(lǐng)域的評價。而后者也是對學(xué)生成長影響極大地一個方面。在課堂教學(xué)評價方面,也多重視教師知識結(jié)構(gòu)和能力結(jié)構(gòu)的探究,看輕教師學(xué)習(xí)能力、實踐能力、評價能力的深入探究。而學(xué)習(xí)能力、實踐能力和評價能力正是一個教師能否成為優(yōu)秀的研究型教師的關(guān)鍵。但很多學(xué)校的課堂教與學(xué)評價流于形式,不能或很難對老師的教學(xué)能力起到引領(lǐng)、培養(yǎng)作用,也就很難培養(yǎng)出高水平的一線數(shù)學(xué)教師。本課題在學(xué)習(xí)國內(nèi)外有關(guān)數(shù)學(xué)學(xué)習(xí)評價策略與方式的基礎(chǔ)上,進入一線實踐,利用訪談、研討等方法對延安市小學(xué)數(shù)學(xué)課堂中教與學(xué)的評價進行調(diào)查研究,根據(jù)相關(guān)數(shù)據(jù)分析了數(shù)學(xué)課堂中教與學(xué)評價仍然存在的問題,并提出了一些能夠切實提高課堂教學(xué)效果的評價設(shè)計建議。本課題共包含5章內(nèi)容：第1章簡要介紹了本課題提出的緣由、研究的背景及研究方案。第2章對數(shù)學(xué)課堂中關(guān)于教與學(xué)評價的概念進行剖析,并簡要介紹了國內(nèi)外數(shù)學(xué)學(xué)習(xí)中課堂評價的現(xiàn)狀。第3章講述了延安市小學(xué)段數(shù)學(xué)學(xué)習(xí)的評價方式。第4章根據(jù)訪談、研討的結(jié)果對延安市小學(xué)段數(shù)學(xué)課堂中影響學(xué)習(xí)評價的因素深入分析,并對照幾種評價方式分析與實踐相結(jié)合后的效果。第5章嘗試提出一些有效的課堂教與學(xué)評價設(shè)計建議。
[Abstract]:Curriculum reform has been going on for many years, many teachers and researchers have been paying attention to the evaluation of teaching and learning in mathematics classroom, and formed a lot of literature. However, on the basis of theoretical research, the evaluation method of deep practice and continuous improvement is always unsatisfactory. Peers pay more attention to the evaluation of students' knowledge and skills, but they often ignore the evaluation of students' personality formation and emotional field, such as habit, attitude, emotion and will. The latter is also a great impact on the growth of students. In the aspect of classroom teaching evaluation, more attention is paid to the inquiry of teachers' knowledge structure and ability structure, and teachers' learning ability, practical ability and evaluation ability are despised. Learning ability, practical ability and evaluation ability are the key to a teacher becoming an excellent research teacher. However, the classroom teaching and learning evaluation in many schools is a mere formality, and it is difficult or difficult to lead and cultivate the teachers' teaching ability, so it is very difficult to cultivate a high level of first-line mathematics teachers. On the basis of studying the evaluation strategies and methods of mathematics learning at home and abroad, this subject has entered into the first line of practice and made an investigation and study on the evaluation of teaching and learning in the mathematics classroom of primary schools in Yan'an by means of interviews and discussions. Based on the relevant data, this paper analyzes the problems existing in the evaluation of teaching and learning in mathematics classroom, and puts forward some design suggestions for evaluating and improving the effectiveness of classroom teaching. The thesis consists of five chapters: chapter 1 briefly introduces the reason, background and scheme of the research. Chapter 2 analyzes the concepts of teaching and learning evaluation in mathematics classroom, and briefly introduces the present situation of classroom evaluation in mathematics learning at home and abroad. Chapter 3 describes the evaluation method of mathematics learning in Yanan primary school. In chapter 4, according to the results of interviews, the factors that affect learning evaluation in mathematics classroom of primary school in Yan'an are deeply analyzed, and the results of combining several evaluation methods with practice are analyzed. Chapter 5 attempts to put forward some effective design suggestions for classroom teaching and learning evaluation.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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相關(guān)期刊論文 前2條

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本文編號：1978971