本文選題：開放式教學(xué) + 學(xué)習(xí)評價��； 參考：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：隨著經(jīng)濟(jì)的發(fā)展,時代的進(jìn)步,社會對人才的需求越來越多元化。舊的教育,以應(yīng)試的方式選拔人才,所有人才的培養(yǎng)采用統(tǒng)一標(biāo)準(zhǔn),導(dǎo)致一些人才出現(xiàn)高智低能的現(xiàn)象。改革開放以后,我國教育部開始注重全方位發(fā)展的人才培養(yǎng)。2001年,我國基礎(chǔ)教育實(shí)行新的課程標(biāo)準(zhǔn),注重人才的創(chuàng)新性思維和實(shí)踐性能力的發(fā)展與培養(yǎng),課堂教學(xué)也由教師為主導(dǎo)地位轉(zhuǎn)向?qū)W生的主體地位,在開放式的教學(xué)方式下,注重學(xué)生個性發(fā)展。對學(xué)生的評價,取締了舊的終結(jié)性評價方式,現(xiàn)在更注重學(xué)生的過程性發(fā)展?fàn)顩r的評價。本文根據(jù)課改以后,開放式教學(xué)下,對學(xué)生的評價發(fā)生的轉(zhuǎn)變,結(jié)合一些學(xué)者關(guān)于學(xué)習(xí)評價的研究,提出了D-H評價模式。本文采用文獻(xiàn)綜述法、個案法、調(diào)查法和觀察法,研究D-H評價模式,從理論基礎(chǔ)、模式構(gòu)建、模式應(yīng)用和模式評價四大模塊對評價模式進(jìn)行研究分析。D-H評價是建立在建構(gòu)主義和分布式認(rèn)知理論的基礎(chǔ)上,結(jié)合課程標(biāo)準(zhǔn)對被評價者采用的一種多元化、分層次的評價。本研究中,共有五位評價主體,包括班主任、副班主任、自評、小組成員和家長,從不同角度對學(xué)生進(jìn)行評價,對學(xué)生學(xué)習(xí)發(fā)展?fàn)顩r的反饋評價更能夠貼近學(xué)生的實(shí)際發(fā)展水平。評價層次根據(jù)評價內(nèi)容和課程標(biāo)準(zhǔn)劃分成三個等級,評價主體根據(jù)被評價者的實(shí)際表現(xiàn)給予相應(yīng)等級的評價,不同的評價主體有不同的評價內(nèi)容,但是同一評價內(nèi)容可能在不同評價主體之間存在交互現(xiàn)象。D-H評價模式,能夠?qū)W(xué)生的學(xué)習(xí)情況進(jìn)行全方位、多層次的評價,該評價中注重了學(xué)生的學(xué)習(xí)過程評價,同時也注重了學(xué)生的學(xué)習(xí)結(jié)果評價。D-H學(xué)習(xí)評價結(jié)果,不是給學(xué)生進(jìn)行綜合排名,而是對學(xué)生的學(xué)習(xí)情況進(jìn)行反饋,為教師根據(jù)學(xué)生的不同情況實(shí)施個性化教學(xué)提供依據(jù)。目的是根據(jù)學(xué)生的不同學(xué)習(xí)狀況,提出可發(fā)展的培養(yǎng)方向,促進(jìn)學(xué)生個體能力的縱向發(fā)展。
[Abstract]:With the development of economy and the progress of the times, the social demand for talents is becoming more and more diversified. In the old education, talents were selected by examination-oriented way, and all talents were trained according to the unified standard, which led to the phenomenon of high intelligence and low ability of some talents. Since the reform and opening up, the Ministry of Education of our country has begun to pay attention to the all-round development of talents. In 2001, the basic education of our country implemented the new curriculum standard, paid attention to the development and cultivation of innovative thinking and practical ability of talents. Classroom teaching has also changed from teacher-oriented position to student's main position. Under the open teaching mode, it pays attention to the development of students' personality. The evaluation of students has outlawed the old summative evaluation method, and now pays more attention to the evaluation of students' process development. According to the change of students' evaluation after the course reform and the open teaching, this paper puts forward the D-H evaluation model combined with some scholars' research on learning evaluation. This paper uses literature review method, case method, investigation method and observation method to study D-H evaluation model. The research and analysis of the evaluation model based on the four modules of pattern application and pattern evaluation. D-H evaluation is based on constructivism and distributed cognitive theory. It is a kind of pluralistic and hierarchical evaluation on the basis of curriculum standard. In this study, there are five evaluation subjects, including class teacher, deputy head teacher, self-assessment, group members and parents, to evaluate students from different angles. The feedback evaluation of students' learning development can be more close to the students' actual level of development. The evaluation level is divided into three levels according to the evaluation content and the curriculum standard. The evaluation subject gives the corresponding grade evaluation according to the actual performance of the person to be evaluated. Different evaluation subjects have different evaluation contents. However, the same evaluation content may have the interactive phenomenon of .D-H evaluation model among different evaluation subjects, which can carry on the comprehensive and multi-level evaluation of the students' learning situation. In this evaluation, the evaluation of the students' learning process has been paid attention to. At the same time, it also pays attention to the evaluation of students' learning results. D-H learning evaluation results, not to give students a comprehensive ranking, but to give feedback on the students' learning situation, to provide a basis for teachers to carry out individualized teaching according to the students' different situations. The aim is to promote the vertical development of students' individual ability according to their different learning conditions.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2

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