本文選題：形成性評價(jià) + 初中英語　； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：教育評價(jià)以其自身的重要性，在現(xiàn)代教育科學(xué)研究領(lǐng)域中，一直占據(jù)著重要的地位。隨著該研究的不斷深入，其理念及模式也日益多樣化，形成性評價(jià)的功能及重要性越來越受到重視。形成性評價(jià)是對學(xué)生的學(xué)習(xí)過程進(jìn)行的評價(jià)，旨在確認(rèn)學(xué)生的潛力，改進(jìn)和發(fā)展學(xué)生的學(xué)習(xí)。形成性評價(jià)不僅旨在完善學(xué)生的方法，也為教師提供有價(jià)值的教學(xué)反饋。 基礎(chǔ)教育課程改革在學(xué)生評價(jià)方面的重要變化就是倡導(dǎo)終結(jié)性評價(jià)和形成性評價(jià)相結(jié)合的評價(jià)方式。在英語學(xué)科教學(xué)中，教師應(yīng)當(dāng)運(yùn)用符合教育規(guī)律和促進(jìn)學(xué)生身心發(fā)展的形成性評價(jià)。 為了研究形成性評價(jià)在初中英語課堂教學(xué)中的應(yīng)用情況，筆者以山東師范大學(xué)第二附屬中學(xué)初一年級兩個(gè)班120名學(xué)生，及該校十位英語任課教師為研究對象，在實(shí)習(xí)期間，通過課堂觀察，教師訪談和學(xué)生問卷的方式對形成性評價(jià)在初中英語教學(xué)中的應(yīng)用進(jìn)行調(diào)查，主要調(diào)查了師生對形成性評價(jià)的認(rèn)知情況，真實(shí)的課堂中通常會(huì)運(yùn)用何種形成性評價(jià)，形成性評價(jià)是否有利提高學(xué)生的學(xué)習(xí)興趣和動(dòng)機(jī)。研究發(fā)現(xiàn)，師生對形成性評價(jià)的認(rèn)識并不是很充分，部分教師和學(xué)生對形成性評價(jià)知之甚少。真實(shí)的課堂中很多形成性評價(jià)只是流于表面形式，并沒有真正地發(fā)揮形成性評價(jià)的作用。筆者分析了其中原因認(rèn)為，形成性評價(jià)之所以未被充分合理運(yùn)用，不僅由教師自身因素、學(xué)校因素造成，，中考應(yīng)試指揮棒以及該評價(jià)本身的制約因素等也促成了這一現(xiàn)實(shí)。 針對本次調(diào)查研究的發(fā)現(xiàn)，筆者提出了以下幾點(diǎn)建議，一、英語教師自身應(yīng)該加強(qiáng)對形成性評價(jià)的認(rèn)識，提高對形成性評價(jià)的信心。二、學(xué)校應(yīng)該完善形成性評價(jià)機(jī)制，鼓勵(lì)教師在日常的實(shí)踐教學(xué)中使用形成性評價(jià)，發(fā)揮形成性評價(jià)激發(fā)學(xué)生學(xué)習(xí)興趣、培養(yǎng)學(xué)生學(xué)習(xí)自主性、學(xué)習(xí)信心的作用。三、活動(dòng)組織要有效合理，評價(jià)反饋要及時(shí)有效。四、教師應(yīng)該采用多樣化的評價(jià)方式，充分發(fā)揮學(xué)生的主體地位。五、教師要注意處理好教學(xué)與評價(jià)之間的關(guān)系。此次調(diào)查希望能夠引起初中英語教師、學(xué)校、以及相關(guān)教育部門對形成性評價(jià)的關(guān)注。我們不僅要重視其在課堂教學(xué)中的應(yīng)用，更應(yīng)將其合理地應(yīng)用到學(xué)生學(xué)習(xí)過程的方方面面。
[Abstract]:Educational evaluation plays an important role in the field of modern educational science with its own importance.With the deepening of the research, the concept and mode of formative evaluation are becoming more and more diverse, and the function and importance of formative evaluation have been paid more and more attention.Formative evaluation is an evaluation of students' learning process in order to confirm their potential and improve and develop their learning.Formative evaluation not only aims to improve students' methods, but also provides valuable feedback to teachers.The important change of elementary education curriculum reform in student evaluation is to advocate the combination of summative evaluation and formative evaluation.In English teaching, teachers should apply formative evaluation that accords with the law of education and promotes students' physical and mental development.In order to study the application of formative evaluation in junior middle school English classroom teaching, the author takes 120 students from two classes of grade one of the second affiliated middle school of Shandong normal University and ten English teachers of the school as the subjects.This paper investigates the application of formative evaluation in junior high school English teaching through classroom observation, teacher interview and student questionnaire, and mainly investigates teachers and students' cognition of formative evaluation.What kind of formative evaluation is usually used in real classroom, and whether formative evaluation is beneficial to improve students' interest and motivation.It is found that teachers and students do not know enough about formative evaluation, and some teachers and students know little about formative evaluation.Many formative evaluations in real classroom are only in superficial form and do not really play the role of formative evaluation.The author analyzes the reasons why formative evaluation has not been fully and reasonably used, which is not only caused by the teachers themselves, but also by the school factors, the test baton and the restriction factors of the evaluation itself.Based on the findings of this study, the author puts forward the following suggestions: first, English teachers themselves should strengthen their understanding of formative evaluation and enhance their confidence in formative evaluation.Second, schools should perfect formative evaluation mechanism, encourage teachers to use formative evaluation in daily practice teaching, play the role of formative evaluation to stimulate students' learning interest, cultivate students' learning autonomy and study confidence.Third, the organization of activities to be effective and rational, evaluation feedback should be timely and effective.Fourth, teachers should adopt a variety of evaluation methods to give full play to the main position of students.Fifth, teachers should pay attention to the relationship between teaching and evaluation.The survey hopes to draw the attention of junior English teachers, schools, and relevant education departments to formative evaluation.We should not only attach importance to its application in classroom teaching, but also apply it to all aspects of students' learning process.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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