【摘要】：核心素養(yǎng)是每個(gè)學(xué)生應(yīng)具備的、能夠適應(yīng)終身發(fā)展和社會(huì)發(fā)展需要的必備品格和關(guān)鍵能力,近年來(lái)世界各國(guó)也開(kāi)始陸續(xù)的開(kāi)展學(xué)生核心素養(yǎng)的構(gòu)建和更新。2011年法國(guó)頒布學(xué)生核心素養(yǎng)標(biāo)準(zhǔn),詳細(xì)介紹了各項(xiàng)細(xì)節(jié)評(píng)估指標(biāo)以及教師如何去利用和評(píng)估。從理論意義上說(shuō),對(duì)法國(guó)小學(xué)生核心素養(yǎng)評(píng)估指標(biāo)的可借鑒性進(jìn)行研究,可以充實(shí)國(guó)際層面小學(xué)生核心素養(yǎng)評(píng)估標(biāo)準(zhǔn)的內(nèi)涵,為完善我國(guó)小學(xué)生核心素養(yǎng)評(píng)估提供借鑒;從實(shí)踐意義上說(shuō),目前我國(guó)學(xué)生核心素養(yǎng)評(píng)估存在問(wèn)題亟待解決,例如現(xiàn)有評(píng)估標(biāo)準(zhǔn)將知識(shí)和能力分離,小學(xué)生核心素養(yǎng)評(píng)估標(biāo)準(zhǔn)尚不成熟,評(píng)估指標(biāo)設(shè)計(jì)遇瓶頸:缺少測(cè)評(píng)點(diǎn)等等。因此本研究的研究問(wèn)題主要集中于三個(gè)方面:第一,法國(guó)小學(xué)生核心素養(yǎng)督導(dǎo)評(píng)估指標(biāo)有哪些核心維度和指標(biāo)。第二,我國(guó)教育人員對(duì)法國(guó)小學(xué)生核心素養(yǎng)督導(dǎo)評(píng)估指標(biāo)的認(rèn)可度如何。第三,法國(guó)小學(xué)生核心素養(yǎng)督導(dǎo)評(píng)估指標(biāo)對(duì)構(gòu)建我國(guó)構(gòu)建學(xué)生核心素養(yǎng)督導(dǎo)評(píng)估指標(biāo)體系有何借鑒意義。研究方法分為收集資料的方法和分析資料的方法。收集資料的方法包括:文獻(xiàn)檢索法,訪(fǎng)談?wù){(diào)查法,問(wèn)卷調(diào)查法。首先從法國(guó)教育部網(wǎng)站上檢索到法國(guó)小學(xué)生核心素養(yǎng)評(píng)估標(biāo)準(zhǔn),翻譯整理成為指標(biāo),形成訪(fǎng)談提綱和問(wèn)卷。對(duì)15個(gè)一線(xiàn)教育工作者進(jìn)行訪(fǎng)談,然后將訪(fǎng)談錄音整理成文字,進(jìn)行編碼和統(tǒng)計(jì)分析。問(wèn)卷方面,通過(guò)遼寧教育行政學(xué)院魯良主任和閆鐵瑩老師提供的網(wǎng)絡(luò)平臺(tái),將問(wèn)卷發(fā)放到遼寧省的14個(gè)地區(qū),發(fā)放對(duì)象包括校長(zhǎng)、教研員、教師、教育管理人員、專(zhuān)家、政府督學(xué)、教輔人員、干訓(xùn)教師和其他。本研究共發(fā)放問(wèn)卷7000份,回收問(wèn)卷6300份,共剔除無(wú)效問(wèn)卷652份,獲得有效問(wèn)卷5648份,有效率89.6%。問(wèn)卷回收后,運(yùn)用Excel和SPSS19軟件進(jìn)行統(tǒng)計(jì)和量化分析,采用信度分析、因素分析和差異分析。分析資料的方法主要采用:資料歸類(lèi),概括總結(jié),比較研究法,統(tǒng)計(jì)分析法對(duì)收集到的文獻(xiàn)資料進(jìn)行歸類(lèi)、比較和綜述。通過(guò)文獻(xiàn)研究和量化研究的結(jié)果,本文最終得出11條啟示:我國(guó)指標(biāo)的可測(cè)性亟待提高,不能忽視語(yǔ)文、數(shù)學(xué)和外語(yǔ)學(xué)科的重要性,重視信息素養(yǎng)標(biāo)準(zhǔn)的構(gòu)建,注重創(chuàng)新和批判性思維的培養(yǎng),“身心健康素養(yǎng)”重“心”也要重“身”,評(píng)估指標(biāo)應(yīng)該具有連貫性和階段性,核心素養(yǎng)與學(xué)科相結(jié)合,學(xué)科素養(yǎng)與教育督導(dǎo)相結(jié)合,結(jié)合國(guó)際和國(guó)情制定核心素養(yǎng)督導(dǎo)評(píng)估指標(biāo),指標(biāo)制定要邏輯嚴(yán)密符合規(guī)范,建立良好的家校關(guān)系
[Abstract]:Core literacy is the necessary character and key ability that every student should possess and be able to meet the needs of lifelong development and social development. In recent years, countries all over the world have also begun to carry out the construction and updating of students' core literacy one after another. In 2011, France promulgated the standard of student core literacy, which introduced in detail the detailed evaluation indicators and how teachers use and evaluate it. In a theoretical sense, the study of the reference of the evaluation index of the core literacy of French primary school students can enrich the connotation of the evaluation standard of the core literacy of primary school students at the international level, and provide reference for the improvement of the evaluation of the core literacy of primary school students in our country. In a practical sense, there are some problems to be solved in the evaluation of students' core literacy in our country at present. For example, the existing evaluation standards separate knowledge and ability, and the evaluation standards of primary school students' core literacy are not yet mature. Evaluation index design encountered bottlenecks: lack of evaluation points and so on. Therefore, the research problems of this study mainly focus on three aspects: first, what are the core dimensions and indicators of French primary school students' core literacy supervision and evaluation indicators. Second, what is the degree of acceptance of French primary school students' core literacy supervision and evaluation index by educators in our country. Third, what is the reference significance of French primary school students' core literacy supervision and evaluation index to the construction of students' core literacy supervision and evaluation index system in China. The research methods are divided into the methods of collecting data and the methods of analyzing data. The methods of collecting data include: literature retrieval method, interview survey method, questionnaire survey method. First of all, the core literacy evaluation criteria of French primary school students are searched from the website of the French Ministry of Education, and the translation and collation become indicators to form an interview outline and questionnaire. Fifteen front-line educators were interviewed, and then the interviews were recorded into text, coding and statistical analysis. As far as the questionnaire is concerned, through the network platform provided by Lu Liang, director of Liaoning Institute of Education Administration and Yan Tieying, the questionnaire was distributed to 14 regions of Liaoning Province, including principals, teaching and research staff, teachers, education managers and experts. Government inspectors, teaching assistants, dry training teachers and others. In this study, 7000 questionnaires were sent out, 6300 questionnaires were recovered, 652 invalid questionnaires were eliminated, and 5648 valid questionnaires were obtained, the effective rate was 89.6%. After the questionnaire was collected, Excel and SPSS19 software were used for statistical and quantitative analysis, reliability analysis, factor analysis and difference analysis. The main methods of analyzing data are as follows: data classification, summary, comparative research, statistical analysis to classify, compare and summarize the collected literature. Through the results of literature research and quantitative research, this paper finally draws 11 enlightenments: the testability of indicators in China needs to be improved urgently, the importance of Chinese, mathematics and foreign language disciplines can not be ignored, and the construction of information literacy standards should be attached importance to. Pay attention to the cultivation of innovation and critical thinking, "physical and mental health literacy" should also pay attention to "body and mind", the evaluation index should be consistent and phased, the core literacy should be combined with discipline, and the subject literacy should be combined with educational supervision. According to the international and national conditions, the core literacy supervision and evaluation index should be formulated. The logic of the index formulation should be strictly in line with the norms, and a good home-school relationship should be established.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G622.0

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