本文選題：教師學(xué)習(xí) + 學(xué)習(xí)評價��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：教師的學(xué)習(xí)促進(jìn)教師的發(fā)展,是教師發(fā)展的源動力,教師的學(xué)習(xí)評價作為教育管理中的一種手段是教育管理工作的支撐點,其評價結(jié)果服務(wù)和指導(dǎo)于下一階段的教育管理工作。作為教師,肩上擔(dān)負(fù)著提高教育質(zhì)量的重任,作為成人,教師學(xué)習(xí)實質(zhì)上又秉承著自我發(fā)展的需求。目前我國教師學(xué)習(xí)評價忽視了發(fā)展性與過程性,評價目標(biāo)重視結(jié)果輕視教師發(fā)展;評價標(biāo)準(zhǔn)靜止、評價方法單調(diào);多元評價主體參與缺失;評價結(jié)果反饋說明性有限,建議性不足等問題,評價價值失落,使教師學(xué)習(xí)游離于教師發(fā)展這一根本目標(biāo)。情境性評價本質(zhì)上屬于第四代評價理論的一種最新形式,從功能上講評價的作用為——以評促建、以評促改、以評促管、評建結(jié)合、重在建設(shè)。它依托于“真實的”情境,以教師發(fā)展為根本目標(biāo),采取多元適應(yīng)的評價方法把握具體情境中教師學(xué)習(xí)的真實表現(xiàn),從而進(jìn)行合理的價值判斷。結(jié)合我國“國培計劃”的實施,基于對教師學(xué)習(xí)評價的考察,審視已有評價存在的不足,將情境性評價運用于教師學(xué)習(xí),探尋教師學(xué)習(xí)評價生成路徑,為取得更好的效果提供參考。本研究主要從五個方面對教師學(xué)習(xí)評價進(jìn)行了分析:第一,審視教師學(xué)習(xí)評價現(xiàn)狀。編制問卷及訪談提綱對教師學(xué)習(xí)者進(jìn)行調(diào)查。第二,探尋教師學(xué)習(xí)評價存在的不足及并進(jìn)行原因分析。第三,明晰教師學(xué)習(xí)評價的情境性意蘊、應(yīng)然路徑與價值取向:以教師發(fā)展為本、置于情境的過程性評價、量化與質(zhì)化、動態(tài)與靜態(tài)的結(jié)合、注重人的個性關(guān)懷、注重“真實性的學(xué)習(xí)”。第四,教師學(xué)習(xí)情境性評價的模式與設(shè)計。把握教師學(xué)習(xí)情境性評價的建構(gòu)目標(biāo)、理論基礎(chǔ)和原則、結(jié)構(gòu)以及要素,倡導(dǎo)多元主體參與評價,以發(fā)展為評價的目的,設(shè)計兼具量化與質(zhì)化的評價標(biāo)準(zhǔn)導(dǎo)向,以“真實性”學(xué)習(xí)為評價內(nèi)容,融合了現(xiàn)代大數(shù)據(jù)信息技術(shù)的評價方法,最終實現(xiàn)良性循環(huán)的反饋性評價結(jié)果。通過制定情境性學(xué)習(xí)內(nèi)容活動,設(shè)計教師學(xué)習(xí)情境性評價方案,實現(xiàn)教師學(xué)習(xí)有效評價。第五,教師學(xué)習(xí)情境性評價結(jié)語�？偨Y(jié)教師學(xué)習(xí)情境性評價的研究結(jié)論,提出教師學(xué)習(xí)情境性評價研究的不足與展望。本研究將“情境性評價”運用到教師學(xué)習(xí)研究領(lǐng)域,拓寬了一種新的認(rèn)識評價維度,為更好的實現(xiàn)教師學(xué)習(xí)質(zhì)量提供有益參考。
[Abstract]:Teachers' learning promotes the development of teachers and is the source power of teachers' development. As a means of educational management, teachers' learning evaluation is the supporting point of educational management, and its evaluation results serve and guide the next stage of educational management. As a teacher, teachers shoulder the important task of improving the quality of education. As adults, teachers' learning carries on the demand of self-development. At present, the teacher learning evaluation in our country has neglected the development and process, attached importance to the evaluation goal and despised the teacher development; the evaluation standard is still, the evaluation method is monotonous, the multiple evaluation subject is absent, the evaluation result feedback is limited, the explanation of the evaluation result is limited. Some problems, such as deficiency of suggestion, loss of evaluation value make teachers' learning dissociate from the fundamental goal of teacher's development. Situational evaluation is essentially one of the newest forms of the fourth generation evaluation theory. The function of evaluation is to promote construction by evaluation, reform by evaluation, management by evaluation, combination of evaluation and construction, and emphasis on construction. It relies on the "real" situation, takes the teacher development as the basic goal, adopts the multi-adaptive evaluation method to grasp the real performance of the teacher's learning in the concrete situation, thus carries on the reasonable value judgment. Combined with the implementation of "National Education Plan" in China, based on the investigation of teacher learning evaluation, this paper examines the shortcomings of existing evaluation, applies situational evaluation to teacher learning, and explores the generating path of teacher learning evaluation. To provide a reference for achieving better results. This study mainly analyzes teachers' learning evaluation from five aspects: firstly, it examines the present situation of teachers' learning evaluation. A questionnaire and an interview outline were developed to investigate teachers and learners. Second, to explore the shortcomings and causes of teacher learning evaluation. Third, clarify the situational meaning of teacher learning evaluation, should approach and value orientation: based on the teacher development, placed in the context of the process evaluation, quantitative and qualitative, dynamic and static combination, pay attention to human personality care, Pay attention to the study of authenticity. Fourth, the model and design of teachers' learning situational evaluation. Grasp the construction goal, theoretical basis and principle, structure and elements of teachers' learning situational evaluation, advocate multiple subjects to participate in evaluation, and design a quantitative and qualitative evaluation standard guide with development as the purpose of evaluation. Taking "truthfulness" learning as the evaluation content, this paper combines the evaluation method of modern big data information technology, and finally realizes the feedback evaluation result of benign circle. By setting up situational learning activities and designing teacher learning situational evaluation programs, the effective evaluation of teachers' learning can be realized. Fifth, the conclusion of teachers' learning situational evaluation. This paper summarizes the research conclusions of teachers' learning situational evaluation, and puts forward the deficiency and prospect of teachers' learning situational evaluation. This study applies "situational evaluation" to the research field of teachers' learning, broadens a new dimension of cognitive evaluation, and provides a useful reference for the better realization of teachers' learning quality.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G451

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