多元化評價在小學英語教學中的應用研究
發(fā)布時間：2018-10-04 23:32
【摘要】：多元化教學評價是指使用兩種或兩種以上方法進行教學評價的一種評價方式。它注重評價主體的多元性,評價內(nèi)容的多樣性,而不是通過單一的考試來斷定學生的學習效果。教育部最新頒布的義務教育《英語課程標準》(2011)明確要求:在小學英語教學中,將終結(jié)性評價和形成性評價結(jié)合起來,既要注重學生的學習過程,又要注重學生的學習結(jié)果,以期達到學習過程與學習效果的有機結(jié)合。然而作者在研究過程中發(fā)現(xiàn),當前基礎(chǔ)教育階段的學生評價仍存在著與新課程理念不協(xié)調(diào)的做法,如評價主體的單一性、評價內(nèi)容的單一性、評價方式的單一性和評價手段的單一性。為了進一步探明小學英語課堂教學評價的現(xiàn)狀并提出相應的建議,作者基于多元智能理論和建構(gòu)主義理論設計了問卷、訪談和課堂觀察,對所要研究的三個多元評價方面的問題進行了質(zhì)性研究。研究結(jié)果顯示:現(xiàn)在小學英語教學中依然是以老師的口頭評價為主,學生的最終成績?nèi)允强疾熘攸c,學生很少參與到教學評價過程中。部分老師試圖使用多元化評價手段,但是由于對多元化評價認識不夠清晰,在使用過程中遇到了諸如難以控制課堂,評價方式的應用不清晰等問題。針對多元化評價使用中的問題,作者提供了可供參考的建議,以期幫助小學英語師生有效運用多元化教學評價策略,從而提升教師的教學效率。本論文包括以下幾部分內(nèi)容:第一部分是文獻綜述,介紹了多元化評價的相關(guān)理論、概念和國內(nèi)外研究發(fā)展現(xiàn)狀;第二部分是研究設計,作者運用問卷、訪談和課堂觀察為本文的研究內(nèi)容收集相關(guān)數(shù)據(jù);第三部分是對所采集的數(shù)據(jù)進行分析和討論,總結(jié)出多元化評價中存在的問題;第四部分是對所存在的問題提出的相關(guān)建議。最后,多元化的有效實施還需要很大的努力,所以作者針對本論文的缺陷提出了進一步研究的預想。
[Abstract]:Multiple teaching evaluation refers to two or more methods for teaching evaluation. It pays attention to the diversity of the evaluation subjects and the diversity of the contents, rather than judging the students' learning effect through a single examination. The latest compulsory education curriculum standard (2011) issued by the Ministry of Education clearly requires that in primary English teaching, the combination of summative evaluation and formative evaluation should not only pay attention to the students' learning process, but also pay attention to the students' learning results. In order to achieve the learning process and learning effect of organic integration. However, in the course of the research, the author finds that there are still some methods in the student evaluation in the current basic education stage, such as the singularity of the evaluation subject, the singularity of the evaluation content, and the incongruity of the concept of the new curriculum. The singularity of the evaluation method and the singularity of the evaluation method. In order to find out the present situation of English classroom teaching evaluation in primary schools and put forward corresponding suggestions, the author designs questionnaires, interviews and classroom observations based on the theory of multiple intelligences and constructivism. The qualitative research on the three aspects of multiple evaluation is carried out. The results show that the primary school English teaching is still based on the oral evaluation of the teacher, the final results of the students are still the focus of investigation, students rarely participate in the process of teaching evaluation. Some teachers try to use diversified evaluation methods, but because of lack of clear understanding of diversification evaluation, they encounter some problems such as difficult to control the classroom, unclear application of evaluation methods and so on. In view of the problems in the use of diversification evaluation, the author provides some suggestions for reference, with a view to helping primary school English teachers and students to effectively use diversified teaching evaluation strategies and to improve the teaching efficiency of teachers. This paper includes the following parts: the first part is a literature review, introducing the relevant theories, concepts and domestic and foreign research and development of diversification evaluation, the second part is the research design, the author uses the questionnaire, Interviews and classroom observation is the research content of this paper to collect relevant data; the third part is to analyze and discuss the collected data, summed up the existing problems in the diversification evaluation; the fourth part is to put forward the relevant recommendations to the existing problems. Finally, the effective implementation of diversification still needs a lot of efforts.
【學位授予單位】：青島大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31
本文編號：2252319
[Abstract]:Multiple teaching evaluation refers to two or more methods for teaching evaluation. It pays attention to the diversity of the evaluation subjects and the diversity of the contents, rather than judging the students' learning effect through a single examination. The latest compulsory education curriculum standard (2011) issued by the Ministry of Education clearly requires that in primary English teaching, the combination of summative evaluation and formative evaluation should not only pay attention to the students' learning process, but also pay attention to the students' learning results. In order to achieve the learning process and learning effect of organic integration. However, in the course of the research, the author finds that there are still some methods in the student evaluation in the current basic education stage, such as the singularity of the evaluation subject, the singularity of the evaluation content, and the incongruity of the concept of the new curriculum. The singularity of the evaluation method and the singularity of the evaluation method. In order to find out the present situation of English classroom teaching evaluation in primary schools and put forward corresponding suggestions, the author designs questionnaires, interviews and classroom observations based on the theory of multiple intelligences and constructivism. The qualitative research on the three aspects of multiple evaluation is carried out. The results show that the primary school English teaching is still based on the oral evaluation of the teacher, the final results of the students are still the focus of investigation, students rarely participate in the process of teaching evaluation. Some teachers try to use diversified evaluation methods, but because of lack of clear understanding of diversification evaluation, they encounter some problems such as difficult to control the classroom, unclear application of evaluation methods and so on. In view of the problems in the use of diversification evaluation, the author provides some suggestions for reference, with a view to helping primary school English teachers and students to effectively use diversified teaching evaluation strategies and to improve the teaching efficiency of teachers. This paper includes the following parts: the first part is a literature review, introducing the relevant theories, concepts and domestic and foreign research and development of diversification evaluation, the second part is the research design, the author uses the questionnaire, Interviews and classroom observation is the research content of this paper to collect relevant data; the third part is to analyze and discuss the collected data, summed up the existing problems in the diversification evaluation; the fourth part is to put forward the relevant recommendations to the existing problems. Finally, the effective implementation of diversification still needs a lot of efforts.
【學位授予單位】：青島大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31
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