本文選題：綜合評估 + 基礎素養(yǎng)��； 參考：《上海師范大學》2015年碩士論文

【摘要】：科學的評價體系是實現(xiàn)課程目標的重要保障,評價結果的合理運用可以有效的提高教學效率和教學效果。英語課程的評價應根據課程標準的目標和原則,實施對教學過程和結果的有效監(jiān)控。我國2001年頒發(fā)的《英語課程標準》(實驗稿)指出:“評價是英語課程的重要組成部分�！币虼�,英語學科評價體系的改革就應該成為課程改革的重要一環(huán)。傳統(tǒng)的學業(yè)評價以分數(shù)為主,并不能完全反應教學過程,對教學過程的促進不明顯。如何獲得全面的評價結果是教學研究的重要內容。在此背景下,金山區(qū)教育局在2012年提出基礎素養(yǎng)綜合評估體系,6所小學在實踐后取得一定的進展,于2014在全區(qū)的小學全面推行語文、數(shù)學和英語的基礎素養(yǎng)綜合評估體系。本文依據教育學中教學評估理論和國內外學生學業(yè)評價現(xiàn)狀的分析,歸納出小學生英語基礎素養(yǎng)綜合評估的概念與理論體系。總結筆者所在小學在試點中的取得的實踐經驗。以小學四年級英語學科為具體案例,探討了小學生英語基礎素養(yǎng)綜合評估的概念、實施的目標、原則、內容和方式,并分析小學生英語基礎素養(yǎng)綜合評估體系的合理性和存在的問題。第一部分,介紹了小學生英語基礎素養(yǎng)綜合評估的實施背景。教育形式由應試教育轉變?yōu)樗刭|教育,分析并歸納了素質教育的現(xiàn)狀、小學生英語基礎素養(yǎng)綜合評估的實施依據和英語學科素養(yǎng)評價存在的問題。第二部分,主要闡述了小學生英語基礎素養(yǎng)綜合評估概念。然后分別介紹了了小學生英語基礎素養(yǎng)綜合評估的內容、原則和方式。第三部分,介紹了小學生英語基礎素養(yǎng)綜合評估的實施。具體說明了知識技能、興趣習慣和綜合實踐評估的實施過程,評估結果的統(tǒng)計分析以及相關結果的具體運用。.第四部分,主要介紹小學生英語基礎素養(yǎng)綜合評估的效果。通過問卷調查法、訪談法確定小學生英語基礎素養(yǎng)綜合評估的有效結果。并對該評估體系的合理性和存在的問題進行深入探討。第五部分,筆者對論文進行綜合歸納,總結本課題所取得的研究成果。同時,提出了研究的后續(xù)點,為人們對小學生英語基礎素養(yǎng)綜合評估的進一步研究提供視角。
[Abstract]:The scientific evaluation system is an important guarantee to realize the course goal. The reasonable application of the evaluation results can effectively improve the teaching efficiency and teaching effect. The evaluation of English curriculum should monitor the teaching process and results according to the goals and principles of curriculum standards. The Standard of English Curriculum issued by China in 2001 (experimental draft) points out: "Evaluation is an important part of English curriculum." Therefore, the reform of English subject evaluation system should be an important part of curriculum reform. The traditional academic evaluation is based on score, which can not completely reflect the teaching process, and the promotion of teaching process is not obvious. How to obtain comprehensive evaluation results is an important content of teaching research. Under this background, Jinshan District Education Bureau put forward the basic literacy comprehensive evaluation system in 2012. Six primary schools made some progress after practice, and in 2014, the comprehensive evaluation system of basic literacy of Chinese, mathematics and English was implemented in the whole district. Based on the teaching evaluation theory in pedagogy and the analysis of the present situation of students' academic evaluation at home and abroad, this paper sums up the concept and theoretical system of the comprehensive assessment of pupils' English basic literacy. Summary of the author's primary school in the pilot of the practical experience. Taking English as a case study in grade four, this paper discusses the concept, objectives, principles, contents and methods of the comprehensive assessment of primary school students' English basic literacy. It also analyzes the rationality and problems of the comprehensive evaluation system of pupils' English basic literacy. The first part introduces the background of the comprehensive assessment of pupils' English literacy. The form of education is changed from examination-oriented education to quality-oriented education. This paper analyzes and summarizes the present situation of quality-oriented education, the implementation basis of comprehensive evaluation of pupils' English basic literacy and the problems existing in the evaluation of English subject literacy. The second part, mainly elaborated the elementary school student English basic accomplishment comprehensive appraisal concept. Then it introduces the contents, principles and methods of the comprehensive assessment of primary school students' basic English literacy. The third part introduces the implementation of the comprehensive assessment of pupils' English literacy. The implementation process of the evaluation of knowledge skills, interest habits and comprehensive practice, the statistical analysis of the evaluation results and the concrete application of the related results are explained in detail. The fourth part mainly introduces the effect of the comprehensive evaluation of pupils' English basic accomplishment. The results of comprehensive assessment of pupils' English basic literacy were confirmed by questionnaire and interview. The rationality and problems of the evaluation system are also discussed. In the fifth part, the author sums up the research results. At the same time, it puts forward the following points of the study, which provides a perspective for the further study on the comprehensive assessment of pupils' English basic literacy.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

【參考文獻】

相關期刊論文 前9條

1 甘艷;;小學英語教學評價的探索與研究[J];讀與寫(教育教學刊);2009年04期

2 黃慧娟,王f^,許明;關于三項著名國際學生評價項目的比較[J];福建師范大學學報(哲學社會科學版);2004年04期

3 吳鋼;丁敏;;小學生學習能力發(fā)展性評價標準探析——以上海市徐匯區(qū)康寧科技實驗小學為例[J];教育科學研究;2007年02期

4 劉淑建;;淺談小學英語教學評價分層[J];教育實踐與研究(小學版);2008年02期

5 韓家勛;;統(tǒng)一標準 綜合評價——基礎教育學業(yè)評價體系的改革取向[J];中國考試(研究版);2010年01期

6 馮輝素;;如何實施小學生綜合素質評價[J];現(xiàn)代農村科技;2010年24期

7 張繼璽;;真實性評價:理論與實踐[J];教育發(fā)展研究;2007年02期

8 邢新寶;;對學生綜合評價的一點嘗試[J];新課程研究(基礎教育);2007年06期

9 趙德成 ,李靈;新課程實施中的學生評價改革[J];中小學管理;2003年06期

相關碩士學位論文 前3條

1 李瓊;小學生綜合素質評價的理論與實踐研究[D];福建師范大學;2010年

2 李曉雯;改革開放以來我國小學學生評價發(fā)展的回顧與思考[D];南京師范大學;2004年

3 付莉;小學生綜合素質評價研究[D];東北師范大學;2008年

，

本文編號：1872092