【摘要】：農(nóng)村小學(xué)所處環(huán)境比較封閉,信息傳遞效率差,很多教育新觀念、新方法得不到普及,語(yǔ)文教師觀念陳舊,小學(xué)生也缺少接觸新事物的機(jī)會(huì),造成口語(yǔ)交際能力的有效評(píng)價(jià)幾乎是空白區(qū)。然而社會(huì)的發(fā)展要求更高的信息流通速度,對(duì)人的溝通、交際能力要求更高,需要能力更加全面的人才。因此,單純依靠筆試測(cè)試已經(jīng)不能對(duì)學(xué)生的語(yǔ)文能力進(jìn)行全面評(píng)價(jià),對(duì)小學(xué)生口語(yǔ)交際能力進(jìn)行有效評(píng)價(jià)成為當(dāng)前亟待解決的問(wèn)題。農(nóng)村小學(xué)生口語(yǔ)交際能力的有效評(píng)價(jià)是順應(yīng)時(shí)代發(fā)展的產(chǎn)物,是語(yǔ)文教育觀念進(jìn)步的表現(xiàn),對(duì)小學(xué)語(yǔ)文口語(yǔ)交際能力有效評(píng)價(jià)方法的探討是目前語(yǔ)文教學(xué)研究中的重要課題。本文前言部分在介紹了問(wèn)題的提出之后,從小學(xué)生的自身發(fā)展、語(yǔ)文教學(xué)的自身發(fā)展、學(xué)科評(píng)價(jià)的自身發(fā)展三方面闡述了研究的意義,再分析了口語(yǔ)交際、口語(yǔ)交際能力、評(píng)價(jià)、有效評(píng)價(jià)的核心概念,之后對(duì)目前國(guó)內(nèi)外相關(guān)研究做了綜述,指出了研究的局限性。第一章選取了具有代表性的農(nóng)村小學(xué)的語(yǔ)文教師及學(xué)生作為調(diào)查對(duì)象,對(duì)其語(yǔ)文教學(xué)中的口語(yǔ)交際教學(xué)評(píng)價(jià)現(xiàn)狀進(jìn)行調(diào)查,通過(guò)數(shù)據(jù)整理與分析,發(fā)現(xiàn)農(nóng)村小學(xué)教師的觀念已經(jīng)在逐步更新,對(duì)口語(yǔ)交際教學(xué)重要性的認(rèn)識(shí)逐漸提高,但是也發(fā)現(xiàn)了存在的問(wèn)題,即評(píng)價(jià)主體過(guò)于單一,教師是評(píng)價(jià)的唯一掌控者,主宰著評(píng)價(jià)標(biāo)準(zhǔn)與結(jié)果,不注重考查綜合素質(zhì);評(píng)價(jià)方法過(guò)于單一,縮小了評(píng)價(jià)的范圍;評(píng)價(jià)功能未全面發(fā)揮,重視選拔忽略激勵(lì),已明顯失調(diào)等一系列問(wèn)題,其原因?yàn)樵谵r(nóng)村小學(xué)中,教師的教學(xué)觀念陳舊,對(duì)口語(yǔ)交際教學(xué)不重視、教師語(yǔ)文教學(xué)素養(yǎng)不夠高、教師口語(yǔ)交際教學(xué)評(píng)價(jià)能力欠缺等。第二章論述了農(nóng)村小學(xué)生口語(yǔ)交際能力評(píng)價(jià)體系構(gòu)建的理論基礎(chǔ)。首先論述了農(nóng)村小學(xué)生語(yǔ)文口語(yǔ)交際能力評(píng)價(jià)改革的必然性,口語(yǔ)交際的特點(diǎn),決定了不能單純使用傳統(tǒng)的評(píng)價(jià)方法;農(nóng)村小學(xué)語(yǔ)文教學(xué)需要深化評(píng)價(jià)目的,從根本上改變落后狀態(tài),評(píng)價(jià)方式變革是必然選擇。有效評(píng)價(jià)體系的構(gòu)建需要遵循三個(gè)基礎(chǔ)理論,人本主義理論主張學(xué)生參加互動(dòng),倡導(dǎo)評(píng)價(jià)形式多樣化;情境教學(xué)理論主張?jiān)u價(jià)要注重具體的環(huán)境,引發(fā)學(xué)生感情共鳴;多元智能理論則主張要變換視角,從不同層面去審視學(xué)生,綜合考慮學(xué)生的各個(gè)方面。第三章主要論述了小學(xué)生語(yǔ)文口語(yǔ)交際能力有效評(píng)價(jià)體系的構(gòu)建與實(shí)施。評(píng)價(jià)指標(biāo)構(gòu)建應(yīng)遵循導(dǎo)向性原則、發(fā)展性原則、科學(xué)性原則、可行性原則。在評(píng)價(jià)指標(biāo)構(gòu)建過(guò)程中,要體現(xiàn)出能力、態(tài)度與習(xí)慣,注重口語(yǔ)交際評(píng)價(jià)指標(biāo)的靈活性,以學(xué)生、教師、家長(zhǎng)為主體。評(píng)價(jià)體系的運(yùn)用要遵循情感性原則、激勵(lì)性原則、差異性原則、綜合性原則。有效評(píng)價(jià)實(shí)施的首要環(huán)節(jié)是初始自評(píng),第二個(gè)環(huán)節(jié)是個(gè)性化評(píng)價(jià),第三個(gè)環(huán)節(jié)就是經(jīng)常性的自我評(píng)價(jià)。其他主體的評(píng)價(jià)是對(duì)第二環(huán)節(jié)與第三環(huán)節(jié)的輔助。此評(píng)價(jià)體系能夠?qū)崿F(xiàn)不同的學(xué)生個(gè)體異步達(dá)到同一水平,促進(jìn)學(xué)生張揚(yáng)個(gè)性,發(fā)揮出最大潛能。實(shí)施過(guò)程中應(yīng)注意在實(shí)現(xiàn)定性與定量相結(jié)合的前提下,更加突出定性評(píng)價(jià);在實(shí)現(xiàn)形成性與終結(jié)性相結(jié)合的前提下,加強(qiáng)形成性評(píng)價(jià);注意將絕對(duì)的、相對(duì)的、個(gè)體內(nèi)差異化的評(píng)價(jià)相結(jié)合。第四章為農(nóng)村小學(xué)生語(yǔ)文口語(yǔ)交際能力有效評(píng)價(jià)的實(shí)踐案例分析。為了通過(guò)實(shí)踐驗(yàn)證所構(gòu)建的評(píng)價(jià)體系具有可操作性,證明評(píng)價(jià)體系的有效性以及對(duì)農(nóng)村小學(xué)生口語(yǔ)交際能力的促進(jìn)作用,特別選取了應(yīng)用有效評(píng)價(jià)體系的實(shí)驗(yàn)班與傳統(tǒng)教學(xué)的普通班進(jìn)行對(duì)比。所選擇的兩個(gè)班級(jí)初始成績(jī)相近,但在一個(gè)學(xué)期過(guò)后,實(shí)驗(yàn)班學(xué)生的平均聽(tīng)力與口語(yǔ)交際成績(jī)均高于普通班平均成績(jī)。說(shuō)明小學(xué)語(yǔ)文口語(yǔ)交際能力教學(xué)中,此評(píng)價(jià)體系的應(yīng)用可以有效促進(jìn)學(xué)生口語(yǔ)交際能力的提高。最后結(jié)論部分對(duì)全文進(jìn)行總結(jié),指出用適宜的評(píng)價(jià)尺度去衡量學(xué)生的真實(shí)水平,才能使教與學(xué)過(guò)程更加完善,達(dá)到更高境界,并對(duì)今后的研究方向提出了建議。
[Abstract]:In rural primary schools, the environment is relatively closed, the efficiency of information transmission is poor, many new ideas of education, new methods are not popularized, the concept of language teachers is obsolete, the students lack the opportunity to contact new things, and the effective evaluation of oral communication ability is almost blank area. However, the development of society requires a higher speed of information circulation and the gap between people. As a result, the ability of communicative competence is higher and the ability to be more comprehensive is needed. Therefore, simply relying on the written test can not fully evaluate the students' language ability. The effective evaluation of students' oral communicative competence has become an urgent problem. The effective evaluation of the oral communicative ability of rural primary school students is to conform to the times. The product of the exhibition is the manifestation of the progress of the concept of Chinese education. The discussion of the effective evaluation method of the communicative competence of the primary school language is an important subject in the study of Chinese teaching. The preface of this paper introduces the development of the pupils, the self development of the Chinese Teaching and the self development of the subject evaluation after the introduction of the three parties. This paper expounds the significance of the study, and then analyzes the core concepts of oral communication, oral communicative competence, evaluation and effective evaluation. After that, it summarizes the relevant research at home and abroad and points out the limitations of the research. In the first chapter, we select the representative Chinese teachers and students in rural primary schools as the subject of investigation and to the language teaching. The current situation of oral communication teaching evaluation is investigated. Through data arrangement and analysis, it is found that the concept of primary school teachers in rural areas has been gradually updated and the understanding of the importance of oral communication teaching has been improved gradually, but the existing problems are also found, that is, the subject is too single, the teacher is the only master of the evaluation, and the evaluation standard is dominated by the teacher. As a result, we do not pay attention to the examination of the comprehensive quality; the evaluation method is too single, narrowing the scope of the evaluation, the evaluation function is not fully utilized, the selection neglecting the incentive, the obvious imbalance and so on, the reason is that in the rural primary school, the teachers' teaching idea is obsolete, the language teaching is not attached to the oral language teaching, the teaching accomplishment of the teachers is not high enough, The second chapter discusses the theoretical basis for the construction of rural primary school students' oral communicative competence evaluation system. First, the necessity of the reform of the evaluation of the oral communicative competence of the rural primary school students, the characteristics of the oral communication, and the decision that the traditional evaluation method can not be used alone; the primary school language teaching in rural areas It is necessary to deepen the evaluation goal and fundamentally change the backward state. The reform of the evaluation mode is an inevitable choice. The construction of the effective evaluation system needs to follow the three basic theories. The theory of humanism is to take part in the interaction between students and advocate the diversification of the form of evaluation; the theory of situational teaching should pay attention to the specific environment and arouse the students' feelings. The third chapter mainly discusses the construction and implementation of the effective evaluation system for oral communicative competence of primary school students. The construction of evaluation indicators should follow the guiding principle, the principle of development, the principle of science, and the principle of feasibility. In the process of evaluating the evaluation index, we should embody the ability, attitude and habit, pay attention to the flexibility of the evaluation index of oral communication, take the students, teachers and parents as the main body. The application of evaluation system should follow the principle of emotion, incentive, difference and comprehensive. The first link of effective evaluation is the initial self evaluation and second rings. The third links are the regular self evaluation. The evaluation of the other subjects is the auxiliary of the second link and the third link. The evaluation system can achieve the same level of the students with different individuals asynchronously, promote the students to publicize their personality and give play to the maximum potential. Under the premise of the combination of quantity, the qualitative evaluation is more prominent; on the premise of the combination of formative and terminative, the formative evaluation is strengthened, and the absolute, relative and individual differential evaluation is combined. The fourth chapter is the practical case analysis of the effective evaluation of the oral communicative ability of the rural primary school students. The evaluation system is operable to prove the effectiveness of the evaluation system and to promote the oral communication ability of rural primary school students, especially the comparison between the experimental class of the effective evaluation system and the ordinary class in the traditional teaching. The two classes of the selected classes are similar at the beginning, but after one semester, the experimental class In the teaching of oral communicative competence in primary school, the application of this evaluation system can effectively promote the improvement of students' oral communicative competence. Finally, the conclusion is summed up in the conclusion of the full text, and it is pointed out that the students' true level can be measured by the appropriate evaluation scale. It can make the teaching and learning process more perfect and reach a higher level, and puts forward some suggestions for future research directions.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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