本文選題：綜合素質(zhì)評價 + 納入高考招生體系��； 參考：《河北師范大學(xué)》2012年碩士論文

【摘要】：2004年9月開始，部分省份的普通高中作為試點率先實施新課程，新一輪的高考改革由此開始。最為突出的是各省份對于招生錄取方式的改革，紛紛在高考評價體系中納入了學(xué)生的綜合素質(zhì)評價。而綜合素質(zhì)評價在高校招生錄取中的應(yīng)用存在著許多亟待解決的問題，引發(fā)了較多的爭議，成為了各方關(guān)注的焦點。因此，借鑒國外的實踐經(jīng)驗，全面分析我國在高考中納入綜合素質(zhì)評價的各種嘗試，找出存在的問題和不足，結(jié)合普通高中學(xué)生對于綜合素質(zhì)評價納入高考的態(tài)度需求，提出相應(yīng)的對策建議，從而使綜合素質(zhì)評價更加科學(xué)合理的納入到高考中去。目前對于高考中納入綜合素質(zhì)評價的研究還不夠充實和豐富，研究深度也僅僅停留在表面層次。為此，開展綜合素質(zhì)評價納入高考招生體系研究，有助于相關(guān)理論研究的深入擴展和進一步完善。在研究過程中主要運用了文獻法，問卷調(diào)查法和訪談?wù){(diào)查法。 通過梳理相關(guān)文獻發(fā)現(xiàn)，國外許多高校在招生錄取過程中，，不僅看重學(xué)生的學(xué)業(yè)成績，更關(guān)注學(xué)生的個性特點、興趣、能力等綜合素質(zhì)。具體表現(xiàn)在，將綜合素質(zhì)作為高校錄取選拔的標(biāo)準(zhǔn)之一；將綜合素質(zhì)列為大學(xué)招生考試的內(nèi)容；建立了高考總分與綜合考評相結(jié)合的錄取選拔體系；高校具有高度的自主權(quán)，可自行制定綜合素質(zhì)評價的錄取標(biāo)準(zhǔn)。而通過了解普通高中學(xué)生對于綜合素質(zhì)評價納入高考的態(tài)度需求發(fā)現(xiàn)，學(xué)生比較認(rèn)可將綜合素質(zhì)納入到高考招生體系當(dāng)中。就評價主體而言，學(xué)生普遍支持由多個機構(gòu)共同參與高考中的綜合素質(zhì)評價，以高中學(xué)校為主導(dǎo)，高校和行政招考部門都有權(quán)參與進來。對于學(xué)校開展的綜合素質(zhì)評價，學(xué)生也認(rèn)為應(yīng)該建立一個多元評價小組，除了教師之外，學(xué)生們希望家長、學(xué)生自己也能參與其中，且十分重視多元評價小組的主導(dǎo)作用。同時學(xué)生也提出了自己的相關(guān)需求，如納入標(biāo)準(zhǔn)由國家行政招考部門統(tǒng)一制定，納入內(nèi)容應(yīng)該包括教育部規(guī)定的全部六方面內(nèi)容且要以道德品質(zhì)和學(xué)習(xí)能力為主，采用評語與材料相結(jié)合的形式呈現(xiàn)評價結(jié)果，并按一定的比例計入高考成績，或者是將其作為“特招”和“自主招生”的錄取依據(jù)。 結(jié)合國外的先進經(jīng)驗和普通高中學(xué)生的態(tài)度需求，建議在高考中納入綜合素質(zhì)評價時，首先要創(chuàng)設(shè)一個適宜的納入環(huán)境。通過加強制度建設(shè)、細化評價內(nèi)容及標(biāo)準(zhǔn)、提高可操作性等措施來進一步完善普通高中綜合素質(zhì)評價。同時借鑒國外高考中綜合素質(zhì)評價的實踐經(jīng)驗，根據(jù)本國國情因地制宜地進行。其次要建立一個良好的納入機制。確立多元化的評價主體，處理好主體間的關(guān)系；科學(xué)地設(shè)置納入標(biāo)準(zhǔn)，確定公平合理的納入內(nèi)容；采取多樣化的形式呈現(xiàn)結(jié)果，并選擇合理適宜的形式運用結(jié)果。
[Abstract]:Starting from September 2004, ordinary high schools in some provinces took the lead in implementing the new curriculum as a pilot, and a new round of college entrance examination reform began. The most prominent one is the reform of enrollment and admission methods in each province, which includes the comprehensive quality evaluation of students in the evaluation system of college entrance examination one after another. There are many problems to be solved in the application of comprehensive quality evaluation in the enrollment of colleges and universities, which have aroused more controversy and become the focus of attention. Therefore, draw lessons from the foreign practice experience, comprehensively analyze all kinds of attempts to integrate the comprehensive quality evaluation in the college entrance examination in our country, find out the existing problems and deficiencies, and combine the attitude demand of the ordinary senior high school students to the comprehensive quality evaluation into the college entrance examination. The corresponding countermeasures and suggestions are put forward so that the comprehensive quality evaluation can be brought into the college entrance examination more scientifically and reasonably. At present, the research on the comprehensive quality evaluation in the college entrance examination is not sufficient and rich, and the research depth only stays at the surface level. Therefore, it is helpful for the further expansion and further improvement of relevant theoretical research to carry out comprehensive quality evaluation into the study of college entrance examination enrollment system. In the course of the research, mainly used the literature method, questionnaire survey and interview method. Through combing the relevant literature, it is found that many foreign colleges and universities not only attach importance to the students' academic achievements, but also pay more attention to the students' personality characteristics, interests, abilities and other comprehensive qualities in the process of enrollment. In particular, comprehensive quality is regarded as one of the criteria for admission and selection in colleges and universities; comprehensive quality is included in the contents of the college entrance examination; a system of admission and selection is established that combines the total score of the college entrance examination with the comprehensive evaluation; the university has a high degree of autonomy. The admission standard of comprehensive quality evaluation can be formulated by oneself. Through the understanding of the general high school students' attitude demand for the comprehensive quality evaluation into the college entrance examination, it is found that the students relatively agree to bring the comprehensive quality into the college entrance examination enrollment system. As far as the evaluation subject is concerned, the students generally support the participation of many institutions in the comprehensive quality evaluation of the college entrance examination, with the senior high school as the main body, and the university and the administrative examination department having the right to participate in the evaluation. For the comprehensive quality evaluation, students also think that a multi-evaluation group should be set up. Besides the teachers, the students hope that their parents and students themselves can participate in it, and attach great importance to the leading role of the multi-evaluation group. At the same time, the students also put forward their own relevant needs. For example, the inclusion criteria should be formulated by the national administrative recruitment department in a unified manner. The inclusion content should include all six aspects stipulated by the Ministry of Education, and should be based on moral quality and learning ability. The evaluation results are presented in the form of combination of comments and materials, and the results of college entrance examination are counted in a certain proportion, or as the admission basis of "special enrollment" and "independent enrollment". Combined with the advanced experience of foreign countries and the attitude demand of the ordinary senior high school students, it is suggested that when the comprehensive quality evaluation is included in the college entrance examination, a suitable inclusion environment should be created first. Through strengthening the system construction, refining the evaluation contents and standards, improving the maneuverability and other measures to further improve the general high school comprehensive quality evaluation. At the same time, draw lessons from the practical experience of comprehensive quality evaluation in foreign college entrance examination, according to the local conditions. Secondly, it is necessary to establish a good integration mechanism. To establish a diversified evaluation subject, deal with the relationship between the subjects; scientifically set the inclusion criteria, determine the fair and reasonable inclusion content; take a variety of forms to present the results, and choose a reasonable and appropriate form to use the results.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G647.32

【參考文獻】

相關(guān)期刊論文 前10條

1 彭朝倉;;高中學(xué)生綜合素質(zhì)評價中存在的問題及其對策[J];安徽教育;2009年07期

2 霍亞麗;;注重通才教育 培養(yǎng)國際化人才——國際化背景下高校人才培養(yǎng)目標(biāo)的定位[J];出國與就業(yè)(就業(yè)版);2011年18期

3 張文軍;英國的高校招生制度及其啟示[J];湖北招生考試;2004年12期

4 程斌;;對高考招生制度不公平問題的認(rèn)識與思考[J];黑龍江教育(高教研究與評估);2006年12期

5 趙長財;高鵬飛;;試論21世紀(jì)高校人才培養(yǎng)目標(biāo)及其對策[J];教學(xué)研究;2000年S1期

6 韓奇生;;高考招生制度的改革策略研究[J];教學(xué)與管理;2007年21期

7 衛(wèi)作輝;王建春;;普通高中學(xué)生綜合素質(zhì)評價的探索與實踐[J];教育導(dǎo)刊;2010年05期

8 劉清華;;中國高考體制的多樣化變革對教育的影響[J];教育科學(xué);2005年06期

9 王偉宜;馬斌;;普通高中綜合素質(zhì)評價的現(xiàn)實困境與遠景思考[J];教育與考試;2008年04期

10 李彰有;;走出高中學(xué)生綜合素質(zhì)評價困境之淺見[J];教育與考試;2009年02期

相關(guān)博士學(xué)位論文 前2條

1 李欣;中美高中學(xué)業(yè)水平考試多維比較研究[D];華東師范大學(xué);2011年

2 樊本富;中國高校自主招生研究[D];廈門大學(xué);2009年

相關(guān)碩士學(xué)位論文 前5條

1 張永紅;上海高職院校自主招生改革政策評析[D];華東師范大學(xué);2011年

2 錢科穎;我國農(nóng)村義務(wù)教育評價的歷史演進及其改革方向研究[D];東北師范大學(xué);2007年

3 白玉珊;基于電子平臺的學(xué)生綜合素質(zhì)評價研究[D];河北師范大學(xué);2009年

4 陳為峰;美國名校本科招生綜合評價制度研究[D];廈門大學(xué);2009年

5 單偉;新加坡高校入學(xué)考試制度探析[D];山東師范大學(xué);2010年

本文編號：2024813