本文選題：初中數(shù)學　切入點：形成性評價　出處：《魯東大學》2017年碩士論文

【摘要】：課堂中的“教、學、評”三位一體,評價是連接教與學的紐帶。形成性評價也稱促學評價,是教師、學生及其同伴收集、解釋和使用關于學生學習情況的過程性評價。與終結性評價相對應,形成性評價能夠更直接反饋和促進教學。合理的使用形成性評價,能促進數(shù)學課堂的教學。形成性評價研究包括評價內(nèi)容、方法以及實施效果等。掌握數(shù)學課堂形成性評價實施現(xiàn)狀、了解實施過程中的問題以及解決對策,對數(shù)學教學研究有重要意義。在當前的基礎教育課程改革中,評價成為推進課改的重要因素。本研究以煙臺七中和煙臺十三中初一至初四年級350名學生,兩校15名數(shù)學教師為研究對象。依據(jù)國內(nèi)外課堂形成性評價的相關文獻,編制初中數(shù)學課堂形成性評價問卷、擬訂訪談提綱;依據(jù)曹一鳴教授的數(shù)學課堂評價觀測表,編制本調查的課堂觀察表。在學生問卷中以教師實施形成性評價的評價效果、內(nèi)容、方法、反饋為觀測點;在課堂觀察中以評價主體、內(nèi)容、對象、功能為觀測點,記錄教師實施形成性評價的相關數(shù)據(jù)。本文還參考McMillan形成性評價特征與水平(低、中、高水平形成性評價)表和Grooks形成性評價的效度因素表,分析教師實施形成性評價數(shù)據(jù),最終分析教師實施數(shù)學課堂形成性評價的現(xiàn)狀。參照形成性評價特征與水平表分析調查數(shù)據(jù)發(fā)現(xiàn),初中數(shù)學教師實施形成性評價時教學的調整、反饋、評價的時間屬于高水平,師生互動、學生自我評價屬于中水平,動機方面屬于低水平。參照形成性評價效度因素表分析調查數(shù)據(jù)發(fā)現(xiàn),教師在實施形成性評價時情感因素中的動機和信任方面、任務因素中的知識和學習目標方面、過程因素中的同伴參與、調節(jié)、及時反饋方面效果比較好,在結構因素中的目的明確方面、過程因素的自我評價、有選擇的反饋方面較差。本研究對教師的建議主要是遵循正確的形成性評價理念、使用形成性評價教學策略、努力使反饋形式多樣化和評價主體多樣化。
[Abstract]:The "teaching, learning, evaluation" in the classroom is a trinity. Evaluation is the link between teaching and learning. Formative evaluation is also called learning promotion evaluation, which is the collection of teachers, students and their peers. Explain and use the process evaluation of students' learning situation. Corresponding to summative evaluation, formative evaluation can give more direct feedback and promote teaching. The research of formative evaluation includes evaluation content, method and effect, etc. We can grasp the present situation of formative evaluation in mathematics classroom, understand the problems in the process of implementation and solve the countermeasures. It is of great significance to the research of mathematics teaching. In the current curriculum reform of basic education, evaluation has become an important factor in promoting the curriculum reform. This study is based on 350 students of grade 1 to grade 4 in Yantai No. 7 Middle School and Yantai Thirteenth Middle School. According to the relevant literature of classroom formative evaluation at home and abroad, the questionnaire of formative evaluation of mathematics classroom in junior high school is compiled, and the outline of interview is drawn up, and the observation table of mathematics classroom evaluation by Professor Cao Yiming, Make the classroom observation table of this survey. In the student questionnaire, take the evaluation effect, content, method and feedback of the teacher's formative evaluation as the observation point; in the classroom observation, take the subject, content, object and function of the evaluation as the observation point, According to the characteristics and level of formative evaluation of McMillan (low, medium and high level) and the validity factor table of formative evaluation of Grooks, this paper analyzes the data of formative evaluation of teachers. According to the survey data of formative evaluation characteristics and level table, it is found that the teaching adjustment, feedback and evaluation time are of high level when junior high school mathematics teachers implement formative evaluation. Teachers and students interact, students' self-evaluation belongs to middle level and motivation is low. According to the survey data of formative evaluation validity table, it is found that teachers' motivation and trust in emotional factors when implementing formative evaluation. In terms of knowledge and learning goals in task factors, peer participation, adjustment and timely feedback in process factors, the effect is better in terms of clear purpose in structural factors, self-evaluation of process factors, The suggestion of this study is to follow the correct formative evaluation concept, to use formative evaluation teaching strategies and to diversify the feedback forms and evaluation subjects.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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本文編號：1666268