本文選題：歷史 + 學業(yè)評價��； 參考：《南京師范大學》2017年碩士論文

【摘要】：上世紀90年代以來,我國基礎教育課程改革取得了令人矚目的成績,但現有評價體系仍存在的諸多問題。在“核心素養(yǎng)時代”,充分發(fā)揮歷史學科的育人價值,實現“以評促學”、“以評促發(fā)展”,完善歷史學業(yè)評價機制是當務之急。新加坡自獨立以來,為彌補資源嚴重短缺的短板,制定了“人才興國”戰(zhàn)略,深化教育改革,建立完備的教育體系,推行適切的中學歷史學業(yè)評價機制,其中積累的很多經驗值得我們借鑒。本課題以新加坡歷史學業(yè)評價為研究對象,關注兼融多元文化的亞洲國家新加坡的歷史教育制度與現行學業(yè)評價機制,試從歷史課堂評價、課后評價和歷史科考試三部分,分別介紹其在評價目標、評價內容和評價方式等方面的體系建構與實施經驗,提煉新加坡歷史學業(yè)評價特色和歷史教育理念,為我國完善歷史學業(yè)評價機制的現實困境總結適切性參考。課堂學習評價方面,以培養(yǎng)“21世紀能力”為目標建構探究性歷史課堂,提出針對性的實施建議與評價方案,明確教材的編訂應適于開展歷史探究性教學與自主學習活動。歷史教科書編選利于形成國民身份認同與世界視野的課程內容,并以探究主題的方式組織框架,明確應知、應會和應達到的學習要求;設置“自我檢測”等板塊,幫助學生鞏固所學、積極反思并對課堂學習展開自評,促進學生學習。課后學習評價方面,采用布置任務性探究作業(yè)的方式,引導學生通過小組合作,廣泛閱讀、搜集信息、解析材料,擴展課程資源與學習領域,并對探究學習全程進行評價。新加坡極為重視歷史探究的作用,因此將歷史調查研究(探究型學習)列入課程計劃,兼顧課堂教學和課外實際考察,全面記錄學生的調研過程并結合最終成果做出評價。師生在探究過程中的雙向互動,促進了教、學、評的全面結合。歷史科考試方面,明確總體評價目標,并為單元檢測、學期考試和畢業(yè)分流考試分別制定評價方案與實施策略;設計材料題、論述題和課程論文三種題型,注重對歷史理解和歷史思維力等歷史學科核心素養(yǎng)的考查;另外,通過試題可選、考察能力多樣、細致量化評分標準等方式,關注學生的發(fā)展需求與差異,并采用定性評價與定量評價相結合、形成性評價與終結性評價相結合等多元的評價模式,發(fā)揮“考試”對于“教”與“學”的促進作用。限于國情教情學情差異,新加坡的很多“經驗”我們無法移植或照搬,但縱觀其歷史學業(yè)評價的實施機制,確也值得深思。因此,以培養(yǎng)歷史學科素養(yǎng)為抓手,借鑒新加坡的經驗,切實落入本土實驗,進一步探索歷史學業(yè)評價的適切性和可操作性路徑,才是推動教學、學習、評價相互融合、相互促進的有效途徑。
[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.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51

【參考文獻】

相關期刊論文 前10條

1 姚錦祥;胡s，

本文編號：1914318