本文選題：多元學習評價方法 + 課堂教學評價　； 參考：《四川師范大學》2015年碩士論文

【摘要】：我國中學階段的化學課程標準指出注重過程培養(yǎng),用什么樣的方式在中學化學教學中貫穿這個教育理念是課改后教育工作者面臨的一個新課題。隨著課程改革、素質(zhì)教育的推進,中學化學課程的評價體系也在不斷地改革。在中學化學教學中引入多元學習評價方法,加強學習過程評價,是提高學生科學素養(yǎng)和培養(yǎng)創(chuàng)新性人才的重要手段。本課題是在新一輪的課程改革的背景下,致力于研究出一套可供選擇的適合像郫縣這樣的縣級地區(qū)學校學生的多元學習評價方法,以此來加強縣級地區(qū)中學化學教學過程管理和過程評價,從而幫助像郫縣這樣的縣級地區(qū)教師有效教學,達到促進學生全面發(fā)展的目的。筆者的研究從分析郫縣自身執(zhí)教的學校及周邊地區(qū)幾所學校入手,結(jié)合目前中學化學以期末一次考試成績和一份學生成績單等終結(jié)性為主的評價方式的不足,從學生的整體發(fā)展和終身持續(xù)發(fā)展的需要出發(fā),研究并創(chuàng)設(shè)了4種以口試為特色的可供選擇,可任意組合的以課堂教學評價、實驗教學評價和紙筆測試等幾方面有機結(jié)合的多元評價模式,從而逐步樹立起具有發(fā)展性的全新評價理念和評價方法。筆者認為這部分內(nèi)容可以作為郫縣中學化學教學實施過程中評價方面的重要參考素材,并為同類地區(qū)的教學評價方法提供參考。本文中的課題研究包含了六個組成部分,這六部分內(nèi)容大致如下:第一部分:概述本篇論文研究的背景、研究目的、研究內(nèi)容和方法。強調(diào)了評價在化學教學過程中的重要作用,指出了單一評價方式的弊端,簡要介紹了課題的研究意義及研究方法。第二部分:概述部分。本研究核心概念的界定,教育評價的概述、學生評價的概述,學習評價的概述,化學學習評價在中學化學教育教學中的功能介紹。第三部分:對不同評價方法在郫縣中學化學教學中應(yīng)用的影響因素的梳理。剖析多元學習評價方法在郫縣中學化學教學中應(yīng)用的困難,并分析了多元學習評價方法在郫縣中學化學教學中應(yīng)用的可行性。第四部分:多元學習評價方法在郫縣中學化學教學中的應(yīng)用維度、應(yīng)用過程及案例分析。從理論和設(shè)計上分別闡述上述四種評價方法相結(jié)合的多元學習評價方法如何應(yīng)用到中學化學課程目標中的三維目標上的。第五部分:多元學習評價方法在郫縣中學化學教學中應(yīng)用的結(jié)果測量。從實踐上論證多元學習評價方法如何應(yīng)用及測量應(yīng)用效果。第六部分:多元學習評價方法在郫縣中學化學教學中的應(yīng)用研究結(jié)論,以及對郫縣中學化學教學效果影響的總結(jié)、反思和對未來的展望。希望本文可以為郫縣中學化學教學實施過程提供評價方面的重要參考素材,并為同類地區(qū)的教學評價方法提供參考。從而逐步樹立起具有發(fā)展性的全新評價理念和評價方法。
[Abstract]:The chemistry curriculum standard of middle school in our country points out that the emphasis on process cultivation and how to run through this educational idea in chemistry teaching in middle school is a new subject that educators are faced with after the curriculum reform. With the reform of curriculum and the promotion of quality education, the evaluation system of chemistry curriculum in middle school is constantly reformed. It is an important means to improve students' scientific literacy and cultivate innovative talents by introducing multiple learning evaluation methods and strengthening learning process evaluation in middle school chemistry teaching. In the context of a new round of curriculum reform, this topic is devoted to the development of a set of alternative multi-learning evaluation methods suitable for students from county-level schools such as Pixian County. In order to strengthen the process management and process evaluation of chemistry teaching in middle schools at county level, it can help the teachers of county level such as Pixian County to teach effectively and achieve the goal of promoting the students' all-round development. The author's research begins with the analysis of Pixian's own schools and several schools in the surrounding areas, combined with the shortcomings of the current evaluation methods of middle school chemistry, such as the final examination results and a student report card, etc. Based on the needs of students' overall development and lifelong sustainable development, this paper studies and creates four kinds of oral examinations, which can be chosen as the characteristic and can be arbitrarily combined to evaluate the classroom teaching. Experiment teaching evaluation and paper pen test and other aspects of the organic combination of multiple evaluation model, thus gradually set up a new evaluation concept and evaluation method with the development. The author believes that this part of the content can be used as an important reference material for the evaluation of the implementation of chemistry teaching in Pixian Middle School, and provides a reference for the teaching evaluation methods in the same area. There are six parts in this thesis. The six parts are as follows: the first part: the background, purpose, content and method of this thesis. This paper emphasizes the important role of evaluation in chemistry teaching, points out the disadvantages of single evaluation method, and briefly introduces the research significance and research methods of the subject. The second part: the overview part. The definition of the core concept of this study, the outline of the educational evaluation, the outline of the student evaluation, the summary of the learning evaluation, the function of the chemical learning evaluation in the middle school chemistry education teaching. The third part: combing the influencing factors of different evaluation methods in Pixian middle school chemistry teaching. This paper analyzes the difficulties in the application of multiple learning evaluation method in the chemistry teaching of Pixian Middle School, and analyzes the feasibility of the application of the multiple learning evaluation method in the chemistry teaching of Pixian Middle School. The fourth part: the application dimension, application process and case analysis of multiple learning evaluation method in Pixian middle school chemistry teaching. In theory and design, this paper expounds how the multi-learning evaluation method combined with the above four evaluation methods can be applied to the three-dimensional objective of the chemistry curriculum in middle school. The fifth part: the result measurement of the application of multiple learning evaluation method in Pixian middle school chemistry teaching. How to apply and measure the effect of multiple learning evaluation method is demonstrated in practice. The sixth part: the application of multiple learning evaluation method in Pixian middle school chemistry teaching, as well as the summary of the effect of Pixian middle school chemistry teaching, the reflection and the prospect of the future. It is hoped that this paper can provide important reference materials for the implementation of chemistry teaching in Pixian Middle School and provide reference for the teaching evaluation methods in the same area. Thus gradually set up a new evaluation concept and evaluation method with development.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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