本文選題：安德森認(rèn)知目標(biāo)分類框架 + 小學(xué)語(yǔ)文　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：發(fā)展學(xué)生的認(rèn)知能力歷來(lái)是教師課堂教學(xué)的重要目標(biāo)。我國(guó)新一輪基礎(chǔ)課程改革提出了三維目標(biāo):知識(shí)與技能、過(guò)程與方法,情感態(tài)度價(jià)值觀來(lái)衡量教育目標(biāo)問(wèn)題,以期能促進(jìn)學(xué)生的全面發(fā)展,但這一論述并沒(méi)有使教師對(duì)教育目標(biāo)的問(wèn)題清晰化。安德森認(rèn)知目標(biāo)分類框架指出,知識(shí)具有不同類型,認(rèn)知能力具有不同層次,要從知識(shí)及認(rèn)知過(guò)程兩個(gè)維度來(lái)處理教育目標(biāo)問(wèn)題。而在實(shí)際教學(xué)中,有關(guān)知識(shí)與能力以及如何將廣義上的知識(shí)與技能發(fā)展成學(xué)生的能力,仍然是困擾一線教師的難題。這就是本文關(guān)注的主要問(wèn)題。本文選擇以安德森認(rèn)知教育目標(biāo)分類框架為理論依據(jù),以小學(xué)語(yǔ)文高段課程為切入點(diǎn),選擇某小學(xué)五年級(jí)的三個(gè)典型教例及三張單元測(cè)驗(yàn)卷,嘗試運(yùn)用安德森認(rèn)知目標(biāo)分類框架的知識(shí)維度及認(rèn)知過(guò)程維度,對(duì)教師教學(xué)目標(biāo)的設(shè)計(jì)、課堂提問(wèn)的設(shè)計(jì)、課后作業(yè)的布置及單元測(cè)驗(yàn)卷的編制這四方面進(jìn)行課堂觀察和文本分析,以期發(fā)現(xiàn)這四方面在安德森兩個(gè)維度下的分布情況。通過(guò)對(duì)以上四個(gè)方面的現(xiàn)狀調(diào)查,基于安德森認(rèn)知目標(biāo)分類框架進(jìn)行研究,發(fā)現(xiàn)不管是教學(xué)目標(biāo)制定,課堂提問(wèn)設(shè)計(jì),作業(yè)布置還是測(cè)驗(yàn)評(píng)價(jià)上,都存在共性的問(wèn)題:在知識(shí)維度以事實(shí)性知識(shí)和概念性知識(shí)為主,在認(rèn)知過(guò)程維度以記憶、理解、運(yùn)用這三個(gè)認(rèn)知過(guò)程占主導(dǎo),而作為高級(jí)認(rèn)知過(guò)程的分析、評(píng)價(jià)和創(chuàng)造以及知識(shí)類型中的與高級(jí)思維技能相聯(lián)系的程序性知識(shí)及反省認(rèn)知知識(shí)涉及較少,而這些恰恰都是如今素質(zhì)教育倡導(dǎo)的重要教育目標(biāo)。知識(shí)維度,教師偏重具體形象知識(shí),忽視抽象邏輯知識(shí);認(rèn)知過(guò)程維度,教師偏重低水平認(rèn)知能力,忽視發(fā)展學(xué)生的高水平認(rèn)知能力�；诂F(xiàn)狀調(diào)查中發(fā)現(xiàn)的問(wèn)題,本文在最后一章針對(duì)性地提出了一些嘗試性改進(jìn)建議。分析現(xiàn)狀調(diào)查中的三個(gè)典型教例,發(fā)現(xiàn)他們?cè)谥R(shí)維度及認(rèn)知過(guò)程維度都存在教育目標(biāo)水平定位較低的問(wèn)題。因此結(jié)合三個(gè)典型教例,基于安德森認(rèn)知目標(biāo)分類框架,同樣從教學(xué)目標(biāo)制定,課堂提問(wèn)設(shè)計(jì),課后作業(yè)布置這三方面入手進(jìn)行重新設(shè)計(jì)。在知識(shí)維度,不僅關(guān)注到前兩類具體形象知識(shí),也關(guān)注到后兩類抽象邏輯知識(shí)以發(fā)展學(xué)生的抽象思維能力;在認(rèn)知過(guò)程維度,不僅將注意力放在低認(rèn)知水平的目標(biāo)上,而且兼顧到高層級(jí)認(rèn)知水平的目標(biāo),以期培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力。在測(cè)驗(yàn)評(píng)價(jià)這方面,試圖基于安德森認(rèn)知目標(biāo)分類框架,在之前三張單元測(cè)驗(yàn)卷的基礎(chǔ)上,重新整合出一張新的測(cè)驗(yàn)卷進(jìn)行改進(jìn),綜合評(píng)價(jià)學(xué)生的學(xué)習(xí)水平。
[Abstract]:Developing students' cognitive ability has always been an important goal of classroom teaching. The new round of basic curriculum reform in our country has put forward three dimensional goals: knowledge and skill, process and method, emotion, attitude and values to measure the educational goal, in order to promote the students' all-round development. However, this statement does not make the teacher's problem of educational goals clear. Anderson's cognitive goal classification framework points out that there are different types of knowledge and different levels of cognitive ability, so we should deal with the problem of educational goals from the two dimensions of knowledge and cognitive process. In practical teaching, knowledge and ability, as well as how to develop knowledge and skills into students' ability in a broad sense, is still a difficult problem for first-line teachers. This is the main concern of this paper. Based on Anderson's cognitive education goal classification framework, this paper chooses three typical teaching examples and three unit test papers in grade 5 of a primary school. This paper attempts to use the knowledge dimension and cognitive process dimension of Anderson's cognitive goal classification framework to design the teaching objectives of teachers and the design of classroom questions. In order to find out the distribution of the four aspects in Anderson's two dimensions, classroom observation and text analysis are carried out on the four aspects of the assignment after class and the compilation of unit test papers. Through the investigation of the above four aspects, and based on Anderson's cognitive goal classification framework, it is found that whether it is the formulation of teaching objectives, the design of classroom questions, the assignment arrangement or the evaluation of tests, There are common problems: factual knowledge and conceptual knowledge dominate in the knowledge dimension, memory, understanding, and use of these three cognitive processes dominate in the cognitive process, and as an analysis of the advanced cognitive process, Evaluation and creation as well as the procedural knowledge associated with advanced thinking skills and reflective cognitive knowledge in the types of knowledge involve less, and these are precisely the important educational goals advocated by quality education nowadays. In knowledge dimension, teachers emphasize concrete image knowledge and ignore abstract logic knowledge; in cognitive process dimension, teachers pay more attention to low level cognitive ability and neglect to develop students' high level cognitive ability. Based on the problems found in the present investigation, this paper puts forward some tentative suggestions for improvement in the last chapter. By analyzing the three typical teaching cases in the survey, it is found that they have the problem of low level orientation of educational goals in the dimension of knowledge and cognitive process. Therefore, combining three typical teaching examples, based on Anderson cognitive goal classification framework, this paper also redesigns from the following three aspects: teaching goal formulation, classroom questioning design, and homework arrangement after class. In the dimension of knowledge, attention is paid not only to the first two kinds of concrete image knowledge, but also to the latter two kinds of abstract logic knowledge in order to develop students' abstract thinking ability. Moreover, the goal of high level cognition is taken into account in order to cultivate students' innovative spirit and practical ability. In the aspect of test evaluation, this paper attempts to integrate a new test paper based on Anderson's cognitive goal classification framework, based on the previous three unit test papers, to comprehensively evaluate the students' learning level.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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本文編號(hào)：1992437