【摘要】：多元化教學(xué)評(píng)價(jià)是指使用兩種或兩種以上方法進(jìn)行教學(xué)評(píng)價(jià)的一種評(píng)價(jià)方式。它注重評(píng)價(jià)主體的多元性,評(píng)價(jià)內(nèi)容的多樣性,而不是通過單一的考試來(lái)斷定學(xué)生的學(xué)習(xí)效果。教育部最新頒布的義務(wù)教育《英語(yǔ)課程標(biāo)準(zhǔn)》(2011)明確要求:在小學(xué)英語(yǔ)教學(xué)中,將終結(jié)性評(píng)價(jià)和形成性評(píng)價(jià)結(jié)合起來(lái),既要注重學(xué)生的學(xué)習(xí)過程,又要注重學(xué)生的學(xué)習(xí)結(jié)果,以期達(dá)到學(xué)習(xí)過程與學(xué)習(xí)效果的有機(jī)結(jié)合。然而作者在研究過程中發(fā)現(xiàn),當(dāng)前基礎(chǔ)教育階段的學(xué)生評(píng)價(jià)仍存在著與新課程理念不協(xié)調(diào)的做法,如評(píng)價(jià)主體的單一性、評(píng)價(jià)內(nèi)容的單一性、評(píng)價(jià)方式的單一性和評(píng)價(jià)手段的單一性。為了進(jìn)一步探明小學(xué)英語(yǔ)課堂教學(xué)評(píng)價(jià)的現(xiàn)狀并提出相應(yīng)的建議,作者基于多元智能理論和建構(gòu)主義理論設(shè)計(jì)了問卷、訪談和課堂觀察,對(duì)所要研究的三個(gè)多元評(píng)價(jià)方面的問題進(jìn)行了質(zhì)性研究。研究結(jié)果顯示:現(xiàn)在小學(xué)英語(yǔ)教學(xué)中依然是以老師的口頭評(píng)價(jià)為主,學(xué)生的最終成績(jī)?nèi)允强疾熘攸c(diǎn),學(xué)生很少參與到教學(xué)評(píng)價(jià)過程中。部分老師試圖使用多元化評(píng)價(jià)手段,但是由于對(duì)多元化評(píng)價(jià)認(rèn)識(shí)不夠清晰,在使用過程中遇到了諸如難以控制課堂,評(píng)價(jià)方式的應(yīng)用不清晰等問題。針對(duì)多元化評(píng)價(jià)使用中的問題,作者提供了可供參考的建議,以期幫助小學(xué)英語(yǔ)師生有效運(yùn)用多元化教學(xué)評(píng)價(jià)策略,從而提升教師的教學(xué)效率。本論文包括以下幾部分內(nèi)容:第一部分是文獻(xiàn)綜述,介紹了多元化評(píng)價(jià)的相關(guān)理論、概念和國(guó)內(nèi)外研究發(fā)展現(xiàn)狀;第二部分是研究設(shè)計(jì),作者運(yùn)用問卷、訪談和課堂觀察為本文的研究?jī)?nèi)容收集相關(guān)數(shù)據(jù);第三部分是對(duì)所采集的數(shù)據(jù)進(jìn)行分析和討論,總結(jié)出多元化評(píng)價(jià)中存在的問題;第四部分是對(duì)所存在的問題提出的相關(guān)建議。最后,多元化的有效實(shí)施還需要很大的努力,所以作者針對(duì)本論文的缺陷提出了進(jìn)一步研究的預(yù)想。
[Abstract]:Multiple teaching evaluation refers to two or more methods for teaching evaluation. It pays attention to the diversity of the evaluation subjects and the diversity of the contents, rather than judging the students' learning effect through a single examination. The latest compulsory education curriculum standard (2011) issued by the Ministry of Education clearly requires that in primary English teaching, the combination of summative evaluation and formative evaluation should not only pay attention to the students' learning process, but also pay attention to the students' learning results. In order to achieve the learning process and learning effect of organic integration. However, in the course of the research, the author finds that there are still some methods in the student evaluation in the current basic education stage, such as the singularity of the evaluation subject, the singularity of the evaluation content, and the incongruity of the concept of the new curriculum. The singularity of the evaluation method and the singularity of the evaluation method. In order to find out the present situation of English classroom teaching evaluation in primary schools and put forward corresponding suggestions, the author designs questionnaires, interviews and classroom observations based on the theory of multiple intelligences and constructivism. The qualitative research on the three aspects of multiple evaluation is carried out. The results show that the primary school English teaching is still based on the oral evaluation of the teacher, the final results of the students are still the focus of investigation, students rarely participate in the process of teaching evaluation. Some teachers try to use diversified evaluation methods, but because of lack of clear understanding of diversification evaluation, they encounter some problems such as difficult to control the classroom, unclear application of evaluation methods and so on. In view of the problems in the use of diversification evaluation, the author provides some suggestions for reference, with a view to helping primary school English teachers and students to effectively use diversified teaching evaluation strategies and to improve the teaching efficiency of teachers. This paper includes the following parts: the first part is a literature review, introducing the relevant theories, concepts and domestic and foreign research and development of diversification evaluation, the second part is the research design, the author uses the questionnaire, Interviews and classroom observation is the research content of this paper to collect relevant data; the third part is to analyze and discuss the collected data, summed up the existing problems in the diversification evaluation; the fourth part is to put forward the relevant recommendations to the existing problems. Finally, the effective implementation of diversification still needs a lot of efforts.
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 楊金來(lái);;基于網(wǎng)絡(luò)的多元形成性評(píng)價(jià)研究[J];遠(yuǎn)程教育雜志;2011年03期

2 熊焱冰;;多元評(píng)價(jià)體系及其教學(xué)應(yīng)用探析[J];中國(guó)成人教育;2010年01期

3 金艷;;體驗(yàn)式大學(xué)英語(yǔ)教學(xué)的多元評(píng)價(jià)[J];中國(guó)外語(yǔ);2010年01期

4 林榕;;高職英語(yǔ)教學(xué)中多元化評(píng)價(jià)體系的構(gòu)建[J];福建教育學(xué)院學(xué)報(bào);2009年02期

5 尹志麗;西方教育評(píng)價(jià)理論發(fā)展及對(duì)我國(guó)的啟示[J];探求;2003年04期

6 楊麗;多元智能理論對(duì)學(xué)生評(píng)價(jià)的啟示[J];教育探索;2002年03期

7 何克抗;建構(gòu)主義的教學(xué)模式、教學(xué)方法與教學(xué)設(shè)計(jì)[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1997年05期

，

本文編號(hào)：2252319