本文選題：教學評價 + 情境適應性評價　； 參考：《西南大學》2011年博士論文

【摘要】：改革開放以來,我國教學評價研究從介紹國外教育評價理論到力圖與我國教學自身實踐相結合,逐步形成和建立了我國教學評價理論和實踐體系,取得了諸多成就和明顯的進步。然而,在看到它積極一面的同時,我們也發(fā)現目前的教學評價體系仍然游離于教學情境之外,表現出與教學情境諸多不相適應的問題,致使教學評價難以反映教師教學和學生學習的真實狀況。因此,如何建構適應現代教學情境的教學評價體系,克服評價游離于教學之外而出現諸多“不適應”弊端,是近年來教學評價改革的中心議題。著眼于我國教育教學能力的提升,在深入研究的基礎上探索出適應不同教學情境的評價體系,對于改進我國教學評價工作,進一步深化基礎教育改革和全面推進素質教育,無疑具有重要的現實意義。本研究在充分吸收了國內外教學評價相關研究成果基礎上,以人與人相互理解,超越傳統(tǒng)評價中“與人無涉”的工具理性為主旨；以尊重人、滿足人、成就人的發(fā)展為目標；采用文獻分析、案例研究、特爾菲法、層次分析法等方法,緊緊圍繞“情境適應性教學評價”這一主題展開以下研究： 第一,解讀情境適應性教學評價內涵。首先介紹了教學評價的蘊含以及教學評價的淵源與發(fā)展。在此基礎上,重點解釋“什么是情境適應性教學評價”,它是指以不同的教學情境為參照,通過適當的評價方式捕捉教學過程中變動的因素,把握不同情境中主體的某些特定行為,并對其做出合理地價值判斷,以滿足不同情境中主體的不同需要。在明確情境適應性教學評價內涵的基礎上,又分析了它的多維表征和評價要素。 第二,透視教學評價實踐現狀。為了解教學評價實踐現狀,本研究設計了調查問卷和訪談提綱,調查教師和學生的教學評價態(tài)度和認識,了解他們實施教學評價的情況等。經過調查發(fā)現,教學評價經歷了這些年改革,取得成績的同時,還存在諸多“不適應”問題。比如,評價方案設計不符合主體需求、評價方法選取不適合教學條件、評價實施不適應教學發(fā)展等。通過深度分析,這些“不適應”問題受諸多因素影響。當務之急,建構適應現代教學情境的評價體系是解決教學評價現存問題的必然選擇。 第三,明確情境適應性教學評價價值立場。情境適應性教學評價是一種基于人與人相互理解,超越“與人無涉”工具理性的評價觀。它以“第四代”教育評價理論、增值性評價理論、CIPP評價模式、情境認知理論和社會生態(tài)學思想作為理論依據。它主張評價應該從情境無關走向情境關聯、從價值中立走向價值負載、從管理控制走向理解適應、從限定孤立走向和諧共生。它的核心理念體現在：以評促成長、以評促民主、以評促理解和以評促真實的理念。 第四,設計情境適應性教師教學評價指標體系。此指標體系設計以教學評價新理念為引領,強調指標的適應性、生成性和開放性,為教師教學提供可能而非限制。設計時指標選取遵循SMZRT原則,標準設置講究“布白”、“范圍”劃分和“度”的原則；然后,根據教學情境發(fā)展的不同階段：運作前期、運作中期和運作后期,采用分析法、特爾斐法等方法,選取最能符合不同情境中教師需要的指標項目,確立了預期評價指標、過程評價指標和成果評價指標；接著,采用層次分析法為每項指標進行賦權；最后,本研究將繁多的評價方法根據情境需要進行歸類：預期評價方法、運行評價方法、成果評價方法和全息評價方法,為末級指標提供了較為適用的評價方法。最終形成了完整的情境適應性教師教學評價體系框架,使用案例分析對其進行修改和完善。此框架只是為教師教學評價實施提供藍圖和專業(yè)支持,在具體實施中,根據情境變化和主體需求,評價主體基于理解和互信,通過協商對話的形式,對其做相應調整。 第五,構建情境適應性學生學習評價體系。此體系依據霍恩斯坦的全新教育目標分類和新修訂的布魯姆認知目標分類,對學生的學習進行分類：認知領域、情感領域、技能領域和行為領域學習情境。針對這四個領域的各自特點,評價主體通過民主協商的形式,共同建構適應不同學習領域的評價體系框架。此體系主張學生是一個完整的學習者在一個完整的領域中進行完整的學習；外在信息或內容輸入給學生,經過學習體驗之后,學生成為能適應文化和環(huán)境的、有知識和能力的人；學習體驗過程中,根據學生學習的側重點：認知、情感或動作技能,進行適應性評價。(1)認知領域適應性評價,客觀測試適合事實性知識的評價；反應測試符合概念性知識的評價；行為測試用于程序性知識的評價；策略測試適合元認知知識評價；(2)情感領域適應性評價,使用陳述方式了解學生的情感狀態(tài)；采用行為觀察了解學生的情感反應；利用利克特量表分析各種不同的情感目標等；(3)技能領域適應性評價,依據動作技能本質特點,協商設計情境適應性評價標準。(4)行為領域適應性評價,它不能脫離其他三個領域,而是涉及到各領域的行為評價。主要采用限制性和擴展性的行為評價方式開展情境適應性評價,促進學生的深層次學習。 第六,建立情境適應性教學評價運行“機制叢”。為了情境適應性教學評價順利開展,需要建立相應的機制為其運行提供動力。而機制要發(fā)揮特定的功能和作用,往往需要建立多個機制共同起作用,這便形成了“機制叢”。在情境適應性教學評價中,評價信息加工機制、評價信息反饋機制、元評價機制和保障機制共同構成既具有獨立意義又相互作用的“機制叢”。(1)評價信息加工機制由組織系統(tǒng)、存儲系統(tǒng)和交流系統(tǒng)三個子系統(tǒng)共同組成。(2)評價信息反饋機制主要以“前置——即時——延時”方式建構而成：(3)元評價機制主要設計合理的元評價標準,確立規(guī)范的元評價程序,對情境適應性教學評價工作本身進行再評價。(4)保障機制主要由權限保障、能力保障、環(huán)境保障和條件保障共同組合而成。總之,這四種機制在情境適應性教學評價執(zhí)行中相互磨合、交織、最終兼容,成為達成教學評價運行中某種平衡的力量,為情境適應性教學評價實施提供動力支持。
[Abstract]:Since the reform and opening up, the study of teaching evaluation in China has been introduced from the introduction of foreign education evaluation theory to the combination of teaching practice in our country, and gradually formed and established the theory and practice system of teaching evaluation in China, and has made many achievements and obvious progress. However, while seeing the positive side of it, we also find the present teaching. The evaluation system is still free from the teaching situation, showing many problems that are not compatible with the teaching situation, which makes teaching evaluation difficult to reflect the real situation of teachers' teaching and students' learning. Therefore, how to construct the teaching evaluation system to adapt to the modern teaching situation and overcome the "unadaptation" outside the teaching. The abuse is the central issue in the reform of teaching evaluation in recent years. In view of the improvement of education and teaching ability in China, the evaluation system adapted to different teaching situations is explored on the basis of in-depth study. It is undoubtedly of great importance to improve the teaching evaluation, deepen the reform of basic education and promote quality education in an all-round way. On the basis of fully absorbing the relevant research results of teaching evaluation both at home and abroad, this study is based on the mutual understanding between people and people, transcending the instrumental reason of "not involving people" in the traditional evaluation, and taking respect for, satisfying, and accomplishments as the goal, and adopting the methods of literature analysis, case study, Delphi law and analytic hierarchy process, etc. Focus on the theme of situational adaptive teaching evaluation:
First, it explains the connotation of situational adaptability teaching evaluation. Firstly, it introduces the implication of teaching evaluation and the origin and development of teaching evaluation. On this basis, it focuses on "what is the evaluation of situational adaptability teaching". It refers to the factors that change in the teaching process by the appropriate evaluation methods, with the reference of different teaching situations. Grasp the specific behavior of the subject in different situations and make reasonable value judgment to meet the different needs of the subject in different situations. On the basis of defining the connotation of the evaluation of situational adaptability teaching, the multidimensional characterization and evaluation factors are also analyzed.
Second, to perspective the current situation of teaching evaluation practice. In order to understand the current situation of teaching evaluation practice, this study designed a questionnaire and an interview outline, investigated the teaching evaluation attitude and understanding of teachers and students, and understood the situation of their teaching evaluation. In a number of "non adaptation" problems, for example, the design of evaluation scheme does not meet the needs of the main body, the selection of evaluation methods is not suitable for teaching conditions and the evaluation implementation is not adapted to the development of teaching. Through deep analysis, these "unadaptable" problems are affected by many factors. The urgent task is to construct a evaluation system of modern teaching situation to solve teaching evaluation. The inevitable choice of the existing problems.
Third, to clarify the value position of situational adaptability teaching evaluation. The evaluation of situational adaptability teaching is based on the mutual understanding between people and human beings, which transcends the instrumental rationality of "no person". It is based on the theory of "fourth generation" education evaluation, value added evaluation theory, CIPP evaluation model, Situational Cognition Theory and social ecology thought as theory. It advocates that evaluation should be from situational to context, from value neutrality to value load, from management control to understanding adaptation, from limited isolation to harmonious symbiosis. Its core ideas are: To evaluate and promote growth, to promote democracy, to promote understanding and to promote the concept of reality.
Fourth, design situational adaptability teachers' teaching evaluation index system. This index system is guided by the new concept of teaching evaluation, emphasizes the adaptability, generative and openness of the index, provides the possibility but not the limitation for the teacher's teaching. The design time index is selected to follow the SMZRT principle, the standard setting is particular about "cloth white", "scope" division and "degree". And then, according to the different stages of the development of the teaching situation: early operation, middle operation and late operation, the analysis method and Delphi method are adopted to select the target items which can meet the needs of teachers in different situations, and the expected evaluation index, process evaluation index and achievement evaluation index are established. Then, the analytic hierarchy process is adopted. In the end, the present study classifies various evaluation methods according to the situation needs: the expected evaluation method, the operation evaluation method, the results evaluation method and the holographic evaluation method, which provide a more suitable evaluation method for the last level index. Finally, it forms a complete teaching evaluation system for situational adaptability teachers. The framework is modified and perfected by using case analysis. This framework only provides blueprints and professional support for the implementation of teachers' teaching evaluation. In the concrete implementation, the evaluation subject is based on understanding and mutual trust according to the situation changes and the needs of the subject, and adjusts it accordingly through the form of negotiation and dialogue.
Fifth, construct the situation adaptability student learning evaluation system. This system is based on horns Stein's new education goal classification and the newly revised Bloom cognitive target classification, and classifies the students' learning: cognitive domain, emotional field, skill field and behavior domain learning situation. According to the respective characteristics of these four fields, the evaluation subject is the subject. Through the form of democratic consultation, we jointly construct a framework of evaluation system to adapt to different areas of learning. This system is a complete student who is a complete learner in a complete field of learning; the external information or content is input to the students, after the learning experience, students can adapt to the culture and environment, have knowledge and Ability people; in the process of learning experience, according to the emphasis of students' learning: cognitive, emotional or action skills, adaptive evaluation. (1) cognitive field adaptability evaluation, objective test suitable for the evaluation of factual knowledge; response test conforms to the evaluation of conceptual knowledge; behavior testing is used in the evaluation of procedural knowledge; strategy testing. It is suitable for metacognitive knowledge evaluation; (2) the adaptability evaluation in the emotional domain, using the statement method to understand the emotional state of the students; using behavior observation to understand the emotional response of the students; using the likt scale to analyze the different emotional goals, and (3) the adaptive evaluation of the skill field, based on the essential characteristics of the action skills, to negotiate the design situation. Adaptability evaluation standard. (4) adaptability evaluation in the field of behavior, it can not be separated from other three fields, but involves the evaluation of behavior in various fields. It mainly adopts restrictive and extensible behavior evaluation methods to carry out situational adaptability evaluation and promote students' deep learning.
Sixth, setting up the "mechanism cluster" of situational adaptability teaching evaluation. In order to carry out the evaluation of situational adaptability teaching smoothly, we need to establish the corresponding mechanism to provide power for its operation. And the mechanism needs to play a specific function and function, and it often needs to establish a number of mechanisms to work together, thus forming a "mechanism cluster". In the teaching evaluation, the evaluation information processing mechanism, the evaluation information feedback mechanism, the meta evaluation mechanism and the guarantee mechanism constitute the "mechanism cluster" which have both independent meaning and interaction. (1) the mechanism of evaluation information processing is composed of the three subsystems of the organization system, the storage system and the communication system. (2) the evaluation information feedback mechanism is mainly based on the information processing mechanism. "Prepositional time delay" is constructed as follows: (3) the meta evaluation mechanism mainly designs a reasonable meta evaluation standard, establishes a standardized meta evaluation procedure, and reappraise the evaluation of situational adaptability teaching itself. (4) the guarantee mechanism is mainly composed of permissions guarantee, energy security, environmental protection and condition guarantee. In a word, these four mechanisms are interrelated, interwoven, and finally compatible in the implementation of situational adaptability teaching evaluation. They become a kind of balance in the operation of teaching evaluation and provide dynamic support for the implementation of situational adaptive teaching evaluation.
【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G424

【引證文獻】

相關博士學位論文 前1條

1 占小紅;化學課堂結構系統(tǒng)研究[D];華東師范大學;2013年

相關碩士學位論文 前2條

1 何玉紅;幼兒園教師教學評價研究[D];西南大學;2012年

2 梁姍姍;義務教育教師的發(fā)展性評價素養(yǎng)研究[D];西南大學;2013年

，

本文編號：1926329