本文選題：在線閱讀評(píng)價(jià) + 題目分析　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：教育與信息技術(shù)日趨深度融合,特別是近十年無論是國家政策文件還是新課程標(biāo)準(zhǔn),抑或教育研究者和一線教師都十分重視并渴望通過教育與信息技術(shù)相結(jié)合來改變長期以來教學(xué)中存在的種種問題。聚焦基礎(chǔ)教育階段語文學(xué)科,作為該學(xué)科重中之重的閱讀能力評(píng)價(jià)及閱讀教學(xué)雖問題重重,卻一直苦于沒有破解之法。為破解長久以來小學(xué)語文閱讀教學(xué)中存在的現(xiàn)實(shí)問題,提升語文閱讀教學(xué)的效率和質(zhì)量,促進(jìn)學(xué)生閱讀能力的提高,本文詳盡梳理了國內(nèi)外在線閱讀測(cè)評(píng)現(xiàn)狀、趨勢(shì),深入辨析了信息技術(shù)與語文閱讀教學(xué)的關(guān)系,并運(yùn)用本團(tuán)隊(duì)開發(fā)的“小學(xué)語文閱讀能力評(píng)價(jià)系統(tǒng)”在實(shí)驗(yàn)學(xué)�！拔錆h市某小學(xué)”進(jìn)行為期兩年的追蹤實(shí)驗(yàn),開展基于在線閱讀能力評(píng)價(jià)對(duì)學(xué)生的閱讀能力評(píng)價(jià)與提升、閱讀行為評(píng)價(jià)與分析以及輔助教師閱讀教學(xué)的跟蹤實(shí)驗(yàn)研究及有效性分析。本文首先是從教育評(píng)價(jià)概念及理論出發(fā),闡述了 “新課標(biāo)”所要求的教育評(píng)價(jià)的分類體系及功能;借鑒國外閱讀能力要素的相關(guān)理論夯實(shí)了“在線小學(xué)語文閱讀能力評(píng)價(jià)系統(tǒng)”的理論基礎(chǔ),形成了包含六個(gè)面向十八個(gè)子能力的閱讀能力指標(biāo)體系;結(jié)合國內(nèi)外關(guān)于在線學(xué)習(xí)行為及閱讀測(cè)評(píng)行為理論搭建了閱讀行為指標(biāo)體系。接著,本文進(jìn)行了預(yù)備測(cè)試及題目分析,預(yù)備測(cè)試的目的是為確保測(cè)試題目的難度、效度及區(qū)分度,從而為后續(xù)開展科學(xué)研究提供保障。然后,本文依據(jù)“新課標(biāo)”所要求的定量與定性評(píng)價(jià)及終結(jié)性與形成性評(píng)價(jià)互補(bǔ)的教育評(píng)價(jià)方法,通過兩次實(shí)驗(yàn),運(yùn)用數(shù)據(jù)統(tǒng)計(jì)方法對(duì)武漢市某小學(xué)兩個(gè)班級(jí)的閱讀能力進(jìn)行了橫向比較分析,運(yùn)用LSA序列行為分析方法對(duì)班級(jí)A、B、C、D四類學(xué)生的閱讀行為進(jìn)行了深入分析,并將分析結(jié)果及時(shí)向?qū)嶒?yàn)班級(jí)教師反饋,為教師閱讀教學(xué)提供更加客觀、科學(xué)的學(xué)情,從而輔助教師的后續(xù)閱讀教學(xué)。最后,本文通過對(duì)其中一個(gè)班級(jí)進(jìn)行了跟蹤測(cè)試分析、調(diào)查問卷與訪談相結(jié)合的方式進(jìn)行在線閱讀能力評(píng)價(jià)有效性分析,用量化的方式衡量在線小學(xué)語文閱讀能力評(píng)價(jià)進(jìn)行效能分析,用質(zhì)性的方式調(diào)查一線教師與學(xué)生對(duì)“在線閱讀能力評(píng)價(jià)系統(tǒng)”及其對(duì)閱讀教學(xué)輔助的實(shí)際看法�；诖�,本文得出以下兩個(gè)主要結(jié)論:第一,在線閱讀能力評(píng)價(jià)系統(tǒng)能夠科學(xué)評(píng)價(jià)并提升被測(cè)試者的閱讀能力水平;第二,在線閱讀能力評(píng)價(jià)系統(tǒng)能夠有效輔助并提升教師閱讀教學(xué)的質(zhì)量。當(dāng)然,我們也應(yīng)看到任何事物都是不斷運(yùn)動(dòng)發(fā)展的過程,在線小學(xué)語文閱讀能力評(píng)價(jià)系統(tǒng)在“生生互動(dòng)”、“批注文本”等方面還可以更加完善,其廣泛應(yīng)用于一線閱讀教學(xué)值得期待。同時(shí),在教育與信息技術(shù)日趨深度融合的背景下,以在線閱讀能力評(píng)價(jià)為契機(jī),進(jìn)一步促進(jìn)語文學(xué)科其他方面與信息技術(shù)的深度融合也值得不斷探討。
[Abstract]:Education and information technology are becoming more and more integrated, especially in the last decade, whether they are national policy documents or new curriculum standards, Or educational researchers and first-line teachers attach great importance to and desire to change the problems existing in teaching through the combination of education and information technology. Focusing on the subject of Chinese in the basic education stage, as the most important part of the subject, the evaluation of reading ability and the teaching of reading are full of problems, but they have not been solved all the time. In order to solve the existing practical problems in Chinese reading teaching in primary school for a long time, to improve the efficiency and quality of Chinese reading teaching, and to promote the improvement of students' reading ability, this paper makes a detailed analysis of the current situation and trends of online reading evaluation at home and abroad. This paper deeply analyzes the relationship between information technology and Chinese reading teaching, and carries out a two-year follow-up experiment in the experimental school "Wuhan City Primary School" by using the "Primary School Chinese Reading ability Evaluation system" developed by the team. The evaluation and improvement of students' reading ability, the evaluation and analysis of reading behavior based on online reading ability evaluation, and the experimental research and effectiveness analysis of auxiliary teachers' reading teaching are carried out. First of all, starting from the concept and theory of educational evaluation, this paper expounds the classification system and function of educational evaluation required by "New Curriculum Standard". Drawing lessons from the relevant theories of foreign reading ability elements, the theoretical basis of the online primary school Chinese reading ability evaluation system is reinforced, and the reading ability index system which includes six reading abilities oriented to 18 sub-abilities is formed. Combined with the theory of online learning behavior and reading evaluation behavior at home and abroad, the index system of reading behavior is set up. Then, this paper carries on the preparation test and the question analysis, the purpose of the preparatory test is to ensure the difficulty, validity and distinction of the test topic, thus providing the guarantee for the scientific research. Then, according to the quantitative and qualitative evaluation and the complementary educational evaluation method of summative and formative evaluation, this paper passes two experiments. The reading ability of two classes in a primary school in Wuhan is analyzed by using the method of data statistics, and the reading behavior of four classes of students is analyzed by using LSA sequence behavior analysis method. The results of the analysis can be fed back to the teachers of the experimental class in time to provide teachers with more objective and scientific learning conditions in reading teaching, so as to assist the teachers in the subsequent reading teaching. Finally, this paper carries on the on-line reading ability evaluation validity analysis through the tracking test analysis to one of the classes, the questionnaire and the interview method. The evaluation of Chinese reading ability in primary school online is analyzed by quantitative method, and the teachers and students' views on online reading ability evaluation system and its auxiliary reading teaching are investigated qualitatively. Based on this, this paper draws the following two main conclusions: first, the online reading ability evaluation system can scientifically evaluate and improve the reading ability of the subjects; second, Online reading ability evaluation system can effectively assist and improve the quality of teachers' reading teaching. Of course, we should also see that everything is a process of continuous movement and development. The online primary school Chinese reading ability evaluation system can be more perfect in the aspects of "student interaction", "annotated text" and so on. Its wide application in first-line reading teaching is worth looking forward to. At the same time, under the background of the deepening integration of education and information technology, it is worth exploring how to further promote the deep integration of other aspects of Chinese subject and information technology with the opportunity of online reading ability evaluation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.23

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本文編號(hào)：1796371