本文選題：小學(xué)低年段 + 分?jǐn)?shù)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：教育評(píng)價(jià)一直是教育界備受關(guān)注的問(wèn)題,評(píng)價(jià)作為一種教育手段,其最終目的應(yīng)該是促進(jìn)學(xué)生的發(fā)展。但由于長(zhǎng)期受到應(yīng)試教育的影響,傳統(tǒng)的分?jǐn)?shù)評(píng)價(jià)已成為教育評(píng)價(jià)的一種慣用模式。當(dāng)評(píng)價(jià)一個(gè)學(xué)生的優(yōu)劣時(shí),大家關(guān)注的是學(xué)生的學(xué)業(yè)成績(jī),把分?jǐn)?shù)當(dāng)做評(píng)價(jià)學(xué)生的唯一標(biāo)準(zhǔn)。這種單一的評(píng)價(jià)方式產(chǎn)生了過(guò)重的學(xué)習(xí)壓力,阻礙了學(xué)生的全面發(fā)展。無(wú)分?jǐn)?shù)評(píng)價(jià)的出現(xiàn),是對(duì)應(yīng)試教育日漸顯性化的教育弊端進(jìn)行深刻反思的結(jié)果,是為尋找教育評(píng)價(jià)的本質(zhì)：促進(jìn)人的發(fā)展。通過(guò)對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)相關(guān)文獻(xiàn)的梳理發(fā)現(xiàn),當(dāng)前對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)的研究集中于對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)體系的介紹,而對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)實(shí)施的研究較少。因此本研究主要從無(wú)分?jǐn)?shù)評(píng)價(jià)在實(shí)際教學(xué)中的實(shí)施狀況以及對(duì)小學(xué)教師的調(diào)查研究?jī)煞矫媲腥?以期進(jìn)一步了解無(wú)分?jǐn)?shù)評(píng)價(jià)的發(fā)展?fàn)顩r與可持續(xù)發(fā)展性。本研究選取南京市某所小學(xué)為研究對(duì)象,采取教師訪談的方式,就教師對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)的認(rèn)識(shí)展開(kāi)調(diào)查研究。調(diào)查結(jié)果顯示,教師們雖然對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)的看法褒貶不一,但都對(duì)其評(píng)價(jià)理念予以不同程度的認(rèn)可,這說(shuō)明無(wú)分?jǐn)?shù)評(píng)價(jià)在我國(guó)有其實(shí)施的可能性,如何將這樣的教育理念有效地貫徹于具體的評(píng)價(jià)過(guò)程值得我們進(jìn)一步探討。通過(guò)對(duì)無(wú)分?jǐn)?shù)評(píng)價(jià)實(shí)施狀況的探析以及對(duì)教師的訪談?wù){(diào)查,筆者認(rèn)為要提升無(wú)分?jǐn)?shù)評(píng)價(jià)的可行性、可操作性及可推廣性,可以從以下幾點(diǎn)著手：建立建全相關(guān)的組織機(jī)構(gòu),對(duì)教育評(píng)價(jià)者進(jìn)行相關(guān)培訓(xùn),確保其業(yè)務(wù)能力與水平；建立科學(xué)全面的無(wú)分?jǐn)?shù)評(píng)價(jià)體系,制定明確而細(xì)化的評(píng)價(jià)標(biāo)準(zhǔn)；為學(xué)生建立成長(zhǎng)檔案,展現(xiàn)學(xué)生學(xué)習(xí)生活的全貌；加大政策上的支持力度,為無(wú)分?jǐn)?shù)評(píng)價(jià)創(chuàng)設(shè)良好的實(shí)施環(huán)境。
[Abstract]:Educational evaluation has always been a problem of great concern in educational circles. As a means of education, its ultimate goal should be to promote the development of students. However, due to the impact of examination-oriented education for a long time, the traditional score evaluation has become a common mode of educational evaluation. When evaluating a student's merits and demerits, attention is paid to the student's academic achievement and the score is regarded as the sole criterion for evaluating the student. This kind of single evaluation way produces the heavy study pressure, hinders the student's overall development. The appearance of non-score evaluation is the result of deep reflection on the increasingly dominant educational malpractice of exam-oriented education, and is to find out the essence of educational evaluation: to promote the development of human beings. Through the review of relevant literature on non-score evaluation, it is found that the current research on non-score evaluation focuses on the introduction of non-score evaluation system, but less on the implementation of non-score evaluation. Therefore, this study mainly from the implementation of non-score evaluation in practical teaching and the investigation and study of primary school teachers two aspects, in order to further understand the development of non-score evaluation and sustainable development. In this study, a primary school in Nanjing was selected as the research object, and teachers' cognition of non-score evaluation was investigated by means of teachers' interview. The results of the survey show that although teachers have different opinions on non-score evaluation, they all agree to their evaluation ideas to varying degrees, which indicates that non-score evaluation is possible to be implemented in our country. How to carry out this kind of educational idea effectively in the concrete evaluation process is worth our further discussion. Based on the analysis of the implementation of non-score evaluation and the interview with teachers, the author thinks that in order to improve the feasibility, maneuverability and extensibility of non-score evaluation, we can start from the following points: to establish a complete related organization, Carry on the relevant training to the educational appraiser, ensure its professional ability and level; establish a scientific and comprehensive evaluation system without score, formulate clear and detailed evaluation standard, establish the growth file for the student, show the whole picture of the student's study and life; Increase policy support to create a good implementation environment for non-score evaluation.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.0

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本文編號(hào)：1948586