普通高中學(xué)生學(xué)習(xí)過程自我評價(jià)研究
發(fā)布時(shí)間：2018-08-31 10:13
【摘要】：學(xué)生評價(jià)是影響學(xué)生學(xué)習(xí)活動(dòng)的重要環(huán)節(jié)。從20世紀(jì)90年代早期到現(xiàn)在不到100年的時(shí)間里,教育評價(jià)從理論到實(shí)踐發(fā)生著迅速的變化,然仍舊存在以下問題。第一,評價(jià)主體方面,將學(xué)生視為學(xué)習(xí)活動(dòng)的評價(jià)主體仍處于理論研究的階段,學(xué)生學(xué)習(xí)評價(jià)的主體仍舊是教師或者教育管理人員。第二,評價(jià)內(nèi)容方面,學(xué)習(xí)評價(jià)主要是結(jié)果性評價(jià),對學(xué)生學(xué)習(xí)過程的關(guān)注并不多。第三,評價(jià)方式被嚴(yán)重窄化,給普通高中學(xué)生帶來了莫大的學(xué)習(xí)壓力,非但沒有促進(jìn)學(xué)習(xí),還影響了學(xué)生的身心健康。普通高中學(xué)生實(shí)施學(xué)習(xí)過程自我評價(jià)具有多重重要意義。外在價(jià)值包括:關(guān)注學(xué)習(xí)過程中的實(shí)際問題來優(yōu)化學(xué)習(xí)方法從而促進(jìn)高中生學(xué)習(xí)過程的優(yōu)化;通過激勵(lì)與指導(dǎo)功能使學(xué)習(xí)成為創(chuàng)造性的活動(dòng);發(fā)展自我評價(jià)的能力;滿足高中時(shí)期實(shí)現(xiàn)獨(dú)立自主、規(guī)劃人生等特殊需要。內(nèi)在價(jià)值包括:促進(jìn)普通高中學(xué)生在學(xué)習(xí)活動(dòng)中實(shí)現(xiàn)自我發(fā)展,追求并實(shí)現(xiàn)自由。通過梳理國內(nèi)有關(guān)學(xué)習(xí)過程與自我評價(jià)的理論與實(shí)踐發(fā)現(xiàn),學(xué)生學(xué)習(xí)過程的重要性已經(jīng)得到重視,通過關(guān)注學(xué)習(xí)過程中的具體問題來實(shí)現(xiàn)學(xué)生學(xué)習(xí)過程的優(yōu)化已經(jīng)成為理論研究者的共識(shí)。實(shí)踐方面,國內(nèi)的學(xué)生學(xué)習(xí)過程自我評價(jià)并未普遍開展,普通高中學(xué)生的學(xué)習(xí)過程自我評價(jià)研究相對空白。對普通高中學(xué)生的學(xué)習(xí)過程應(yīng)得到重視,學(xué)習(xí)過程自我評價(jià)應(yīng)作為促進(jìn)學(xué)習(xí)的高級(jí)策略得到重視。學(xué)習(xí)過程的自我評價(jià)已然成為學(xué)生評價(jià)的發(fā)展趨勢。自我評價(jià)理論、建構(gòu)主義學(xué)習(xí)理論、羅杰斯人本主義學(xué)習(xí)理論、社會(huì)認(rèn)知理論的自我調(diào)節(jié)理論等為學(xué)習(xí)過程自我評價(jià)提供了理論基礎(chǔ),促進(jìn)學(xué)習(xí)的學(xué)習(xí)過程自我評價(jià)成為發(fā)展趨勢。普通高中學(xué)生學(xué)習(xí)評價(jià)在評價(jià)主體、評價(jià)內(nèi)容、評價(jià)方式三方面存在諸多問題。第一,教師是學(xué)生評價(jià)的最重要的主體,高中生自我評價(jià)的主體意識(shí)薄弱;第二,學(xué)習(xí)評價(jià)所關(guān)注的問題、所提出的解決策略完全以學(xué)習(xí)結(jié)果為導(dǎo)向,真正屬于“過程”的問題得不到重視、得不到解決。第三,以考試為主的量化評價(jià)方式過于關(guān)注結(jié)果比較,忽視過程分析,質(zhì)性評價(jià)工具未充分發(fā)揮其應(yīng)有功能。問題原因?yàn)?第一,教師本位的傳統(tǒng)思想未除;第二,學(xué)習(xí)過程并沒有作為評價(jià)內(nèi)容被納入到評價(jià)系統(tǒng)之中;第三,評價(jià)工具的錯(cuò)誤認(rèn)識(shí)與應(yīng)用。基于以上問題,普通高中學(xué)生的學(xué)習(xí)過程自我評價(jià)改進(jìn)的關(guān)鍵策略針對評價(jià)主體的認(rèn)識(shí)與實(shí)踐的改進(jìn)、評價(jià)內(nèi)容的改進(jìn)、評價(jià)方式的改進(jìn)三方面提出:突出學(xué)生主體作用;教師要發(fā)揮正確的指導(dǎo)作用;學(xué)習(xí)過程自我評價(jià)要全面關(guān)涉學(xué)習(xí)過程的重要部分;綜合使用質(zhì)性與量化評價(jià)方式。
[Abstract]:Student evaluation is an important link that affects students' learning activities. From the early 1990s to the present less than 100 years, educational evaluation from theory to practice has undergone rapid changes, but there are still the following problems. First, the subject of evaluation is still in the stage of theoretical research, and the subject of student evaluation is still teachers or educational administrators. Second, the content of evaluation, learning evaluation is mainly a result evaluation, the students pay little attention to the learning process. Third, the evaluation method is severely narrow, which brings great learning pressure to ordinary high school students, not only does not promote learning, but also affects the physical and mental health of students. It is important for ordinary high school students to carry out self-evaluation of learning process. External values include: focusing on practical problems in the learning process to optimize learning methods to promote the optimization of the learning process of senior high school students; making learning a creative activity through the function of motivation and guidance; developing the ability of self-evaluation; To meet the high school period to achieve independence, planning life and other special needs. The intrinsic values include: to promote the ordinary high school students to achieve self-development in their learning activities and to pursue and realize freedom. By combing the theory and practice of learning process and self-evaluation in China, it is found that the importance of students' learning process has been paid more attention to. It has become a consensus of theoretical researchers to realize the optimization of students' learning process by paying attention to the specific problems in the learning process. In practice, the self-evaluation of students' learning process is not generally carried out in our country, and the study of learning process self-evaluation of ordinary high school students is relatively blank. Attention should be paid to the learning process of ordinary high school students, and the self-evaluation of learning process should be regarded as a high-level strategy to promote learning. Self-evaluation of learning process has become the development trend of student evaluation. Self-evaluation theory, constructivism learning theory, Rogers humanism learning theory, self-regulation theory of social cognition theory provide theoretical basis for self-evaluation of learning process. Self-evaluation of learning process to promote learning has become a trend of development. There are many problems in the evaluation of students' learning in general senior high school in three aspects: the main body, the content and the way of evaluation. First, teachers are the most important subject of student evaluation, and the subjective consciousness of high school students' self-evaluation is weak; second, the problems concerned by learning evaluation are completely guided by learning results. The problem that really belongs to "process" cannot be paid attention to, can not be solved. Third, the quantitative evaluation method based on examination pays too much attention to the result comparison, neglects the process analysis, and the qualitative evaluation tool does not give full play to its proper function. The reasons are as follows: first, the traditional idea of teacher-centered has not been eliminated; second, the learning process has not been incorporated into the evaluation system as the evaluation content; third, the wrong understanding and application of evaluation tools. Based on the above problems, the key strategies to improve the self-evaluation of the learning process of the ordinary senior high school students are put forward in three aspects: emphasizing the role of the students' main body, improving the cognition and practice of the evaluation subject, the improvement of the evaluation content and the improvement of the evaluation method; Teachers should play a correct guiding role; the self-evaluation of learning process should be concerned with the important part of the learning process; the comprehensive use of qualitative and quantitative evaluation methods.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.0
[Abstract]:Student evaluation is an important link that affects students' learning activities. From the early 1990s to the present less than 100 years, educational evaluation from theory to practice has undergone rapid changes, but there are still the following problems. First, the subject of evaluation is still in the stage of theoretical research, and the subject of student evaluation is still teachers or educational administrators. Second, the content of evaluation, learning evaluation is mainly a result evaluation, the students pay little attention to the learning process. Third, the evaluation method is severely narrow, which brings great learning pressure to ordinary high school students, not only does not promote learning, but also affects the physical and mental health of students. It is important for ordinary high school students to carry out self-evaluation of learning process. External values include: focusing on practical problems in the learning process to optimize learning methods to promote the optimization of the learning process of senior high school students; making learning a creative activity through the function of motivation and guidance; developing the ability of self-evaluation; To meet the high school period to achieve independence, planning life and other special needs. The intrinsic values include: to promote the ordinary high school students to achieve self-development in their learning activities and to pursue and realize freedom. By combing the theory and practice of learning process and self-evaluation in China, it is found that the importance of students' learning process has been paid more attention to. It has become a consensus of theoretical researchers to realize the optimization of students' learning process by paying attention to the specific problems in the learning process. In practice, the self-evaluation of students' learning process is not generally carried out in our country, and the study of learning process self-evaluation of ordinary high school students is relatively blank. Attention should be paid to the learning process of ordinary high school students, and the self-evaluation of learning process should be regarded as a high-level strategy to promote learning. Self-evaluation of learning process has become the development trend of student evaluation. Self-evaluation theory, constructivism learning theory, Rogers humanism learning theory, self-regulation theory of social cognition theory provide theoretical basis for self-evaluation of learning process. Self-evaluation of learning process to promote learning has become a trend of development. There are many problems in the evaluation of students' learning in general senior high school in three aspects: the main body, the content and the way of evaluation. First, teachers are the most important subject of student evaluation, and the subjective consciousness of high school students' self-evaluation is weak; second, the problems concerned by learning evaluation are completely guided by learning results. The problem that really belongs to "process" cannot be paid attention to, can not be solved. Third, the quantitative evaluation method based on examination pays too much attention to the result comparison, neglects the process analysis, and the qualitative evaluation tool does not give full play to its proper function. The reasons are as follows: first, the traditional idea of teacher-centered has not been eliminated; second, the learning process has not been incorporated into the evaluation system as the evaluation content; third, the wrong understanding and application of evaluation tools. Based on the above problems, the key strategies to improve the self-evaluation of the learning process of the ordinary senior high school students are put forward in three aspects: emphasizing the role of the students' main body, improving the cognition and practice of the evaluation subject, the improvement of the evaluation content and the improvement of the evaluation method; Teachers should play a correct guiding role; the self-evaluation of learning process should be concerned with the important part of the learning process; the comprehensive use of qualitative and quantitative evaluation methods.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G632.0
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