本文選題：評價 + 素養(yǎng)�。� 參考：《四川師范大學》2015年碩士論文

【摘要】：教師評價素養(yǎng)的研究是教師專業(yè)發(fā)展中,相對較新的研究領域。本研究命題,在中國基礎教育改革和教師教育專業(yè)發(fā)展的大背景下,主要圍繞三個基本問題來探討教師評價素養(yǎng)的發(fā)展問題。這三個基本問題構(gòu)成了此次研究的基本框架,即教師評價素養(yǎng)的標準是什么?何以見得教師需要評價素養(yǎng)?如何提高教師的評價素養(yǎng)?本研究運用多中研究法方法,比如文獻研究法、案例分析法、問卷調(diào)查法等來研究和回答上述問題。最終,提出了發(fā)展教師評價素養(yǎng)的具體的可行性途徑。基礎教育課程改革和教師專業(yè)發(fā)展對教師提出的新的要求,本文在此背景下通過國內(nèi)外對已有學者的研究、分析的基礎上,設置當前教師評價素養(yǎng)的標準,并采用調(diào)查問卷對教師評價素養(yǎng)的真實現(xiàn)狀進行考證,并通過探究其影響因素,提出具體的發(fā)展建議。現(xiàn)實調(diào)查研究表明,所調(diào)查教師的整體的素養(yǎng)水平處于較低狀態(tài),影響教師評價素養(yǎng)的因素很多,教師評價素養(yǎng)會因影響因素的不同而不同。所以,發(fā)展教師評價素養(yǎng)是很急迫的事情,更是需要理智思考發(fā)展策略的事情。在新課程改革和教師專業(yè)發(fā)展的背景下,在對已有研究理論分析的基礎上,本文首先通過對教師評價素養(yǎng)的現(xiàn)行標準的設置,然會根據(jù)標準考證現(xiàn)實教師評價素養(yǎng)的發(fā)展水平狀況和影響教師評價素養(yǎng)的因素,提出具體的發(fā)展建議和途徑。研究結(jié)果表明,當前中小學教師所需的素養(yǎng)主要表現(xiàn)在一下三個方面:一是要有足夠的課堂評價知識和一定量的標準化測驗知識;二是對到課堂評價和外部評價的積極態(tài)度;三具與評價知識和評價態(tài)度相一致的五項基本技能。發(fā)展教師評價素養(yǎng)不只是是政府的責任,同時也是學校應該肩負的義務,更是教師自身的責任,只有聯(lián)合所有可以促進教師評價素養(yǎng)發(fā)展的因素才能更好的促進教師的素養(yǎng)的發(fā)展。
[Abstract]:The research of teacher evaluation accomplishment is a relatively new research field in teacher professional development. Under the background of the reform of basic education and the development of teacher education specialty in China, this thesis mainly discusses the development of teachers' evaluation literacy around three basic problems. These three basic questions constitute the basic framework of this study, that is, what is the standard of teachers' evaluation literacy? Why do teachers need to evaluate their qualities? How to improve teachers' quality of evaluation? This study uses multiple-medium-research methods, such as literature research, case analysis, questionnaire to study and answer the above questions. Finally, the author puts forward the feasible ways to develop teachers' evaluation literacy. The curriculum reform of basic education and teachers' professional development have put forward new requirements for teachers. Under this background, this paper sets up the standards of teachers' evaluation literacy on the basis of the research and analysis of existing scholars at home and abroad. And the questionnaire is used to verify the true status of teachers' evaluation literacy, and through exploring its influencing factors, the author puts forward specific suggestions for development. The actual investigation shows that the overall literacy level of the teachers surveyed is in a lower state, and there are many factors that affect teachers' evaluation literacy, and teachers' evaluation literacy will be different with different factors. Therefore, the development of teacher evaluation literacy is an urgent matter, but also requires rational thinking about development strategies. Under the background of new curriculum reform and teacher professional development, on the basis of theoretical analysis of existing research, this paper firstly sets the existing standards for teachers' evaluation of literacy. However, according to the standard research on the development level of teachers' evaluation literacy and the factors that affect teachers' evaluation literacy, the paper puts forward specific suggestions and approaches for the development of teachers' evaluation literacy. The results show that the teachers' qualities are mainly reflected in the following three aspects: first, they should have sufficient knowledge of classroom evaluation and a certain amount of standardized test knowledge; second, they should have a positive attitude towards classroom evaluation and external evaluation. Three basic skills consistent with evaluation knowledge and attitude. The development of teacher evaluation literacy is not only the responsibility of the government, but also the duty of the school, and it is also the responsibility of the teachers themselves. Only by unifying all the factors that can promote the development of teachers' quality can we better promote the development of teachers' qualities.
【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】：G635.1

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本文編號：2066841