表現性評價在小學數學教學中的應用
發(fā)布時間：2018-09-01 19:21
【摘要】：2011年中華人民共和國教育部制定的《小學數學課程標準》中明確指出,評價要關注學生在學習過程中的發(fā)展和變化,要關注學生多方面的表現。新一輪基礎課程改革也在評價方面做出了相同的要求,要求建立促進學生全面發(fā)展、促進教師不斷發(fā)展的評價體系,數學教學中要求注重實踐性評價和過程性評價。面對教育不斷改革發(fā)展的趨勢,傳統的紙筆測驗的評價方式已不能滿足這些要求了。就我國現有的教育評價形式而言還存在著許多弊端,而起源于美國的表現性評價在評價內容和評價形式上能夠彌補傳統評價的不足,強調學生善于運用已有的知識和技能去解決實際生活中所遇到的較復雜的認知問題和生活問題,它對學生的評價不但注重結果,更加關注學生學習的過程。但是,如何將表現性評價具體應用到小學數學評價中呢?本文在表現性評價相關的理論基礎上,以小學數學教學內容的三個模塊為分類,選擇了相對應的表現性任務展開行動實施,并收集和展示了學生作品,對學生作品進行了深入的分析。通過對表現性評價在小學數學教學中的應用研究,不僅豐富了現有小學數學教學中學生評價方式的理論研究,同時為教師開展促進學生發(fā)展式的評價提供了一套可操作的評價方案,試圖為一線教師更好地去實施評價活動來促進學生的數學學習提供一些幫助。本文從理論和實踐兩個層面上充實表現性評價的研究,主要從以下幾個方面展開:本文主要分為五個部分。第一部分是緒論部分,主要是闡述本文的研究目的和意義,介紹運用的研究方法以及分析了相關的理論基礎;第二部分是對國內外相關的文獻進行綜述,闡述了國內外對表現性評價這一內容的研究現狀;第三部分對表現性評價的相關概念進行了闡述,包括數學表現性評價的含義和特征,在實施過程中的評價標準和評定量表,為之后的應用過程提供理論依據;第四部分是本文的核心內容,按照小學數學課程標準中的分類,列舉了三個模塊的內容(數與代數、空間與圖形、統計與概率)展現表現性評價的實施過程,呈現小學數學表現性任務案例,收集學生作品,并對其結果進行分析。第五部分側重從任務設計、操作過程和評價標準三個方面分析了表現性評價的局限性。
[Abstract]:In 2011, the Ministry of Education of the people's Republic of China formulated the "Primary School Mathematics Curriculum Standards" clearly pointed out that evaluation should pay attention to the development and change of students in the process of learning, and pay attention to students' performance in many aspects. The new round of basic curriculum reform has also made the same requirements in evaluation, which requires the establishment of an evaluation system to promote the all-round development of students and the continuous development of teachers. In mathematics teaching, it is necessary to pay attention to the practical evaluation and the process evaluation. In the face of the trend of educational reform and development, the traditional evaluation methods of paper and pen tests can not meet these requirements. There are still many drawbacks in the existing forms of educational evaluation in China, but the expressive evaluation, which originated in the United States, can make up for the shortcomings of traditional evaluation in terms of evaluation content and evaluation form. It is emphasized that students are good at using existing knowledge and skills to solve more complex cognitive problems and life problems in real life. The evaluation of students not only pays attention to results but also pays more attention to the learning process of students. However, how to apply performance evaluation to primary school mathematics evaluation? On the basis of the theory of performance evaluation, this paper chooses the corresponding performance task to carry out the action, and collects and displays the students' works, according to the three modules of mathematics teaching content in primary school. The author makes a deep analysis of the students' works. Through the research on the application of performance evaluation in mathematics teaching in primary school, it not only enriches the theoretical research on the evaluation methods of middle school students in primary school mathematics teaching, At the same time, it provides a set of operable evaluation scheme for teachers to carry out the evaluation that promotes the development of students, and tries to provide some help for the first-line teachers to carry out the evaluation activities better to promote the students' mathematics learning. This paper enriches the research of performance evaluation from two aspects of theory and practice, mainly from the following aspects: this paper is divided into five parts. The first part is the introduction part, mainly describes the research purpose and significance of this paper, introduces the research methods used and analyzes the relevant theoretical basis; the second part is to review the relevant literature at home and abroad. The third part expounds the related concepts of expressiveness evaluation, including the meaning and characteristics of mathematical expressiveness evaluation, the evaluation standard and evaluation scale in the process of implementation, and introduces the current situation of the research on the performance evaluation at home and abroad, the third part expounds the related concepts of the performance evaluation, including the meaning and characteristics of the mathematical performance evaluation, the evaluation standard and the evaluation scale in the implementation process. The fourth part is the core content of this paper, according to the classification of the elementary school mathematics curriculum standard, the contents of three modules (number and algebra, space and graphics) are listed. Statistics and probability) show the implementation process of performance evaluation, present primary school mathematics performance task cases, collect students' works, and analyze the results. In the fifth part, the limitations of performance evaluation are analyzed from three aspects: task design, operation process and evaluation criteria.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5
[Abstract]:In 2011, the Ministry of Education of the people's Republic of China formulated the "Primary School Mathematics Curriculum Standards" clearly pointed out that evaluation should pay attention to the development and change of students in the process of learning, and pay attention to students' performance in many aspects. The new round of basic curriculum reform has also made the same requirements in evaluation, which requires the establishment of an evaluation system to promote the all-round development of students and the continuous development of teachers. In mathematics teaching, it is necessary to pay attention to the practical evaluation and the process evaluation. In the face of the trend of educational reform and development, the traditional evaluation methods of paper and pen tests can not meet these requirements. There are still many drawbacks in the existing forms of educational evaluation in China, but the expressive evaluation, which originated in the United States, can make up for the shortcomings of traditional evaluation in terms of evaluation content and evaluation form. It is emphasized that students are good at using existing knowledge and skills to solve more complex cognitive problems and life problems in real life. The evaluation of students not only pays attention to results but also pays more attention to the learning process of students. However, how to apply performance evaluation to primary school mathematics evaluation? On the basis of the theory of performance evaluation, this paper chooses the corresponding performance task to carry out the action, and collects and displays the students' works, according to the three modules of mathematics teaching content in primary school. The author makes a deep analysis of the students' works. Through the research on the application of performance evaluation in mathematics teaching in primary school, it not only enriches the theoretical research on the evaluation methods of middle school students in primary school mathematics teaching, At the same time, it provides a set of operable evaluation scheme for teachers to carry out the evaluation that promotes the development of students, and tries to provide some help for the first-line teachers to carry out the evaluation activities better to promote the students' mathematics learning. This paper enriches the research of performance evaluation from two aspects of theory and practice, mainly from the following aspects: this paper is divided into five parts. The first part is the introduction part, mainly describes the research purpose and significance of this paper, introduces the research methods used and analyzes the relevant theoretical basis; the second part is to review the relevant literature at home and abroad. The third part expounds the related concepts of expressiveness evaluation, including the meaning and characteristics of mathematical expressiveness evaluation, the evaluation standard and evaluation scale in the process of implementation, and introduces the current situation of the research on the performance evaluation at home and abroad, the third part expounds the related concepts of the performance evaluation, including the meaning and characteristics of the mathematical performance evaluation, the evaluation standard and the evaluation scale in the implementation process. The fourth part is the core content of this paper, according to the classification of the elementary school mathematics curriculum standard, the contents of three modules (number and algebra, space and graphics) are listed. Statistics and probability) show the implementation process of performance evaluation, present primary school mathematics performance task cases, collect students' works, and analyze the results. In the fifth part, the limitations of performance evaluation are analyzed from three aspects: task design, operation process and evaluation criteria.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5
【參考文獻】
相關期刊論文 前10條
1 王小明;;表現性評價:一種高級學習的評價方法[J];全球教育展望;2003年11期
2 張向眾,李永s，
本文編號：2218113
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