本文選題：歷史 + 學(xué)業(yè)評(píng)價(jià)　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：上世紀(jì)90年代以來,我國(guó)基礎(chǔ)教育課程改革取得了令人矚目的成績(jī),但現(xiàn)有評(píng)價(jià)體系仍存在的諸多問題。在“核心素養(yǎng)時(shí)代”,充分發(fā)揮歷史學(xué)科的育人價(jià)值,實(shí)現(xiàn)“以評(píng)促學(xué)”、“以評(píng)促發(fā)展”,完善歷史學(xué)業(yè)評(píng)價(jià)機(jī)制是當(dāng)務(wù)之急。新加坡自獨(dú)立以來,為彌補(bǔ)資源嚴(yán)重短缺的短板,制定了“人才興國(guó)”戰(zhàn)略,深化教育改革,建立完備的教育體系,推行適切的中學(xué)歷史學(xué)業(yè)評(píng)價(jià)機(jī)制,其中積累的很多經(jīng)驗(yàn)值得我們借鑒。本課題以新加坡歷史學(xué)業(yè)評(píng)價(jià)為研究對(duì)象,關(guān)注兼融多元文化的亞洲國(guó)家新加坡的歷史教育制度與現(xiàn)行學(xué)業(yè)評(píng)價(jià)機(jī)制,試從歷史課堂評(píng)價(jià)、課后評(píng)價(jià)和歷史科考試三部分,分別介紹其在評(píng)價(jià)目標(biāo)、評(píng)價(jià)內(nèi)容和評(píng)價(jià)方式等方面的體系建構(gòu)與實(shí)施經(jīng)驗(yàn),提煉新加坡歷史學(xué)業(yè)評(píng)價(jià)特色和歷史教育理念,為我國(guó)完善歷史學(xué)業(yè)評(píng)價(jià)機(jī)制的現(xiàn)實(shí)困境總結(jié)適切性參考。課堂學(xué)習(xí)評(píng)價(jià)方面,以培養(yǎng)“21世紀(jì)能力”為目標(biāo)建構(gòu)探究性歷史課堂,提出針對(duì)性的實(shí)施建議與評(píng)價(jià)方案,明確教材的編訂應(yīng)適于開展歷史探究性教學(xué)與自主學(xué)習(xí)活動(dòng)。歷史教科書編選利于形成國(guó)民身份認(rèn)同與世界視野的課程內(nèi)容,并以探究主題的方式組織框架,明確應(yīng)知、應(yīng)會(huì)和應(yīng)達(dá)到的學(xué)習(xí)要求;設(shè)置“自我檢測(cè)”等板塊,幫助學(xué)生鞏固所學(xué)、積極反思并對(duì)課堂學(xué)習(xí)展開自評(píng),促進(jìn)學(xué)生學(xué)習(xí)。課后學(xué)習(xí)評(píng)價(jià)方面,采用布置任務(wù)性探究作業(yè)的方式,引導(dǎo)學(xué)生通過小組合作,廣泛閱讀、搜集信息、解析材料,擴(kuò)展課程資源與學(xué)習(xí)領(lǐng)域,并對(duì)探究學(xué)習(xí)全程進(jìn)行評(píng)價(jià)。新加坡極為重視歷史探究的作用,因此將歷史調(diào)查研究(探究型學(xué)習(xí))列入課程計(jì)劃,兼顧課堂教學(xué)和課外實(shí)際考察,全面記錄學(xué)生的調(diào)研過程并結(jié)合最終成果做出評(píng)價(jià)。師生在探究過程中的雙向互動(dòng),促進(jìn)了教、學(xué)、評(píng)的全面結(jié)合。歷史科考試方面,明確總體評(píng)價(jià)目標(biāo),并為單元檢測(cè)、學(xué)期考試和畢業(yè)分流考試分別制定評(píng)價(jià)方案與實(shí)施策略;設(shè)計(jì)材料題、論述題和課程論文三種題型,注重對(duì)歷史理解和歷史思維力等歷史學(xué)科核心素養(yǎng)的考查;另外,通過試題可選、考察能力多樣、細(xì)致量化評(píng)分標(biāo)準(zhǔn)等方式,關(guān)注學(xué)生的發(fā)展需求與差異,并采用定性評(píng)價(jià)與定量評(píng)價(jià)相結(jié)合、形成性評(píng)價(jià)與終結(jié)性評(píng)價(jià)相結(jié)合等多元的評(píng)價(jià)模式,發(fā)揮“考試”對(duì)于“教”與“學(xué)”的促進(jìn)作用。限于國(guó)情教情學(xué)情差異,新加坡的很多“經(jīng)驗(yàn)”我們無法移植或照搬,但縱觀其歷史學(xué)業(yè)評(píng)價(jià)的實(shí)施機(jī)制,確也值得深思。因此,以培養(yǎng)歷史學(xué)科素養(yǎng)為抓手,借鑒新加坡的經(jīng)驗(yàn),切實(shí)落入本土實(shí)驗(yàn),進(jìn)一步探索歷史學(xué)業(yè)評(píng)價(jià)的適切性和可操作性路徑,才是推動(dòng)教學(xué)、學(xué)習(xí)、評(píng)價(jià)相互融合、相互促進(jìn)的有效途徑。
[Abstract]:Since the 1990s, China's basic education curriculum reform has made remarkable achievements, but there are still many problems in the existing evaluation system. In the "era of Core Literacy", it is urgent to give full play to the educational value of the history subject, to realize the "evaluation of learning", "to promote the development by evaluation" and to perfect the mechanism of historical academic evaluation. Since independence, in order to make up for the severe shortage of resources, Singapore has formulated the strategy of "revitalizing the country by talents," deepening educational reform, establishing a complete education system, and implementing an appropriate evaluation mechanism for the history of secondary school. Many of the experience we have accumulated is worth learning from. This topic takes Singapore history academic evaluation as the research object, pays close attention to the history education system and the present academic evaluation mechanism of Singapore, which is a multi-cultural Asian country, tries to study the history classroom evaluation, the after-class evaluation and the history course examination from three parts: the history classroom evaluation, the after-class evaluation and the history course examination. It introduces its system construction and implementation experience in the aspects of evaluation objectives, contents and methods, and refines the characteristics of Singapore's history academic evaluation and the concept of history education. To perfect the history of academic evaluation mechanism of the realistic dilemma summed up the relevance of reference. In the aspect of classroom learning evaluation, the aim of this paper is to cultivate "ability in the 21st century", to construct inquiry history classroom, to put forward specific suggestions and evaluation schemes, and to make it clear that the compilation of textbooks should be suitable for developing history inquiry teaching and autonomous learning activities. The compilation and selection of history textbooks is conducive to forming the curriculum content of national identity and world vision, and organizing the framework in the way of exploring the subject, making clear the learning requirements that should be known, should be met and meeting, and setting up "self-testing" and other plates. Help students to consolidate what they have learned, actively reflect and self-evaluate classroom learning to promote students' learning. In the aspect of after-school learning evaluation, the way of assigning task-based inquiry homework is adopted to guide the students to read extensively, collect information, analyze materials, expand curriculum resources and study fields, and evaluate the whole process of inquiry learning through group cooperation, extensive reading, collection of information, analysis of materials, and evaluation of the whole process of inquiry learning. Singapore attaches great importance to the role of historical inquiry, so history investigation and research (inquiry learning) is included in the curriculum plan, taking into account classroom teaching and extracurricular practical investigation, comprehensive recording of the students' research process and evaluation combined with the final results. The two-way interaction between teachers and students in the process of inquiry promotes the comprehensive combination of teaching, learning and evaluation. In the aspect of history examination, we should define the overall evaluation goal, and make the evaluation plan and implementation strategy for unit test, semester test and graduation triage test respectively, design material questions, discuss three kinds of question types, such as questions and course papers. We should pay attention to the examination of the core qualities of historical subjects, such as historical understanding and historical thinking, and pay attention to the development needs and differences of students through the selection of test questions, the diversity of examination ability, the detailed quantification of scoring standards, and so on. The paper also adopts the multiple evaluation models, such as qualitative evaluation and quantitative evaluation, formative evaluation and summative evaluation, to give play to the role of "examination" in promoting "teaching" and "learning". Limited to the differences in the situation of teaching and learning, many of Singapore's "experiences" can not be transplanted or copied, but looking at the implementation mechanism of its historical academic evaluation, it is indeed worth pondering. Therefore, in order to promote the integration of teaching, learning and evaluation, we should take the cultivation of history literacy as a starting point, draw lessons from Singapore's experience, truly fall into local experiments, and further explore the relevance and maneuverability of historical academic evaluation. An effective way to promote each other.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 姚錦祥;胡s，

本文編號(hào)：1914318