高中政治教師課堂評價語言的研究
發(fā)布時間：2018-09-07 08:57
【摘要】：課堂評價語言在教學(xué)上占有十分重要的地位,教師評價恰當與否,說小一點,關(guān)系到課堂氣氛、教學(xué)效果；說大一點,關(guān)系到學(xué)生的終身發(fā)展,所以,應(yīng)該給予足夠的重視。然而在目前的政治課堂中,課堂評價語言并沒有受到教師的重視,課堂評價語言在教學(xué)過程中問題叢生,嚴重影響了學(xué)生的發(fā)展和教學(xué)的效果。為此,筆者決定對高中政治教師的課堂評價語言這一論題進行深入探究。論文的第一部分對高中政治教師的課堂評價語言的相關(guān)概念進行界定,梳理課堂評價語言的類型、效用等相關(guān)內(nèi)容,對教師課堂評價語言做明確概述。論文的第二部分整理了教師課堂評價語言的一般特點、學(xué)科特點。論文的第三部分對高中政治教師使用課堂評價語言的現(xiàn)狀進行系統(tǒng)調(diào)查。通過調(diào)查方案的設(shè)計和實施,對于調(diào)查結(jié)果從課堂評價語言的使用頻率、比例分布、適切性、情感投入程度和藝術(shù)化程度等維度展開描述和分析,通過分析揭示出高中政治教師的課堂評價語言存在褒揚泛濫、拒絕批評,主觀武斷、隨意失真,簡單機械、籠統(tǒng)模糊,表達時機把握不當、缺乏個性和缺失情感等主要問題。論文的第四部分從評價意識、評價技術(shù)、評價心理和評價管理四個層面來剖析高中政治教師課堂評價語言存在問題的主要原因。論文的最后一部分在前述研究的基礎(chǔ)上,提出了優(yōu)化高中政治教師課堂評價語言的對策。包括在意識層面：政治教師應(yīng)加強理論學(xué)習(xí),樹立科學(xué)的學(xué)生評價觀；在實踐層面：采取課前積極預(yù)設(shè)、課中隨機應(yīng)變、課后深度反思課堂評價語言的策略；在管理層面：學(xué)校應(yīng)建立有關(guān)教師課堂評價語言的考核機制,強化教師研修和培訓(xùn)工作等。教師課堂評價語言是教師手中的一枚利器,教師以評價語言為工具,能夠啟發(fā)學(xué)生思考,激勵學(xué)生前進。但是根據(jù)筆者的調(diào)查,高中政治教師由于意識上受傳統(tǒng)評價觀念的影響,在作出評價時注重的往往是學(xué)生呈現(xiàn)出來的答案是否是正確的、符合預(yù)期的,而往往忽視了學(xué)生回答問題的認知路徑和思維過程,再加上在課堂教學(xué)實踐中,由于對學(xué)生回答的傾聽不夠,又缺乏對課堂評價語言的靈活駕馭,課堂評價語言存在諸多問題,存在很多無效甚至不當?shù)脑u價,阻礙著學(xué)生的發(fā)展和課堂教學(xué)的順利進行。語言是一門藝術(shù),高中政治教師應(yīng)該不斷錘煉自己的課堂評價語言,在理論和實踐中不斷的探索、積累,提升課堂評價語言的吸引力和感染力,本文提出的建議希望能夠?qū)Ω咧姓谓處熖岣咦约赫n堂評價語言的質(zhì)量有所幫助。
[Abstract]:Classroom evaluation language plays a very important role in teaching. Whether the teacher evaluates properly or not, speaking less is related to classroom atmosphere and teaching effect, and to the lifelong development of students, so we should pay enough attention to it. However, in the current political classroom, the classroom evaluation language has not been attached importance to by the teachers, the classroom evaluation language in the teaching process is full of problems, which has seriously affected the development of students and the effect of teaching. Therefore, the author decides to explore the subject of classroom evaluation language of high school political teachers. The first part of the paper defines the relevant concepts of the classroom evaluation language of high school political teachers, combs the types and utility of the classroom evaluation language, and makes a clear overview of the classroom evaluation language of teachers. The second part of the paper collates the general characteristics of teacher classroom evaluation language, the characteristics of the subject. In the third part, the author makes a systematic investigation on the use of classroom evaluation language by high school political teachers. Through the design and implementation of the investigation scheme, the results of the investigation are described and analyzed from the dimensions of frequency, proportion distribution, appropriateness, emotional involvement and artistic degree of classroom evaluation language. Through the analysis, it is revealed that the classroom evaluation language of high school political teachers has some problems, such as overflowing praise, refusing criticism, subjective arbitrariness, arbitrary distortion, simple machinery, general ambiguity, improper timing of expression, lack of personality and lack of emotion. The fourth part of the paper analyzes the main reasons for the problems in the classroom evaluation language of senior political teachers from four aspects: evaluation consciousness, evaluation technology, evaluation psychology and evaluation management. In the last part of the paper, the author puts forward the countermeasures to optimize the classroom evaluation language of high school political teachers on the basis of the above research. At the level of consciousness, political teachers should strengthen their theoretical study and set up a scientific view of students' evaluation; at the practical level, they should adopt the positive presupposition before class, adapt to the situation in class, and reflect deeply the strategy of evaluating language in the classroom after class. In the aspect of management, the school should establish the assessment mechanism of teacher's classroom evaluation language, strengthen the teacher's study and training, etc. Teacher classroom evaluation language is a sharp weapon in the hands of teachers. Teachers can inspire students to think and motivate students to move forward by using evaluation language as a tool. However, according to the author's investigation, because the high school political teachers are influenced by the traditional evaluation concept in consciousness, what they pay attention to when making the evaluation is whether the answer presented by the students is correct or not, which is in line with the expectation. However, the cognitive path and thinking process of students answering questions are often ignored. In addition, in classroom teaching practice, there are many problems in classroom evaluation language because of insufficient listening to students' answers and lack of flexible control of classroom evaluation language. There are many invalid or even improper evaluations, which hinder the development of students and the smooth progress of classroom teaching. Language is an art, high school political teachers should constantly refine their own classroom evaluation language, in theory and practice, constantly explore, accumulate, enhance the appeal and appeal of classroom evaluation language. The suggestions in this paper are expected to help high school political teachers to improve the quality of their classroom evaluation language.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.2
[Abstract]:Classroom evaluation language plays a very important role in teaching. Whether the teacher evaluates properly or not, speaking less is related to classroom atmosphere and teaching effect, and to the lifelong development of students, so we should pay enough attention to it. However, in the current political classroom, the classroom evaluation language has not been attached importance to by the teachers, the classroom evaluation language in the teaching process is full of problems, which has seriously affected the development of students and the effect of teaching. Therefore, the author decides to explore the subject of classroom evaluation language of high school political teachers. The first part of the paper defines the relevant concepts of the classroom evaluation language of high school political teachers, combs the types and utility of the classroom evaluation language, and makes a clear overview of the classroom evaluation language of teachers. The second part of the paper collates the general characteristics of teacher classroom evaluation language, the characteristics of the subject. In the third part, the author makes a systematic investigation on the use of classroom evaluation language by high school political teachers. Through the design and implementation of the investigation scheme, the results of the investigation are described and analyzed from the dimensions of frequency, proportion distribution, appropriateness, emotional involvement and artistic degree of classroom evaluation language. Through the analysis, it is revealed that the classroom evaluation language of high school political teachers has some problems, such as overflowing praise, refusing criticism, subjective arbitrariness, arbitrary distortion, simple machinery, general ambiguity, improper timing of expression, lack of personality and lack of emotion. The fourth part of the paper analyzes the main reasons for the problems in the classroom evaluation language of senior political teachers from four aspects: evaluation consciousness, evaluation technology, evaluation psychology and evaluation management. In the last part of the paper, the author puts forward the countermeasures to optimize the classroom evaluation language of high school political teachers on the basis of the above research. At the level of consciousness, political teachers should strengthen their theoretical study and set up a scientific view of students' evaluation; at the practical level, they should adopt the positive presupposition before class, adapt to the situation in class, and reflect deeply the strategy of evaluating language in the classroom after class. In the aspect of management, the school should establish the assessment mechanism of teacher's classroom evaluation language, strengthen the teacher's study and training, etc. Teacher classroom evaluation language is a sharp weapon in the hands of teachers. Teachers can inspire students to think and motivate students to move forward by using evaluation language as a tool. However, according to the author's investigation, because the high school political teachers are influenced by the traditional evaluation concept in consciousness, what they pay attention to when making the evaluation is whether the answer presented by the students is correct or not, which is in line with the expectation. However, the cognitive path and thinking process of students answering questions are often ignored. In addition, in classroom teaching practice, there are many problems in classroom evaluation language because of insufficient listening to students' answers and lack of flexible control of classroom evaluation language. There are many invalid or even improper evaluations, which hinder the development of students and the smooth progress of classroom teaching. Language is an art, high school political teachers should constantly refine their own classroom evaluation language, in theory and practice, constantly explore, accumulate, enhance the appeal and appeal of classroom evaluation language. The suggestions in this paper are expected to help high school political teachers to improve the quality of their classroom evaluation language.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.2
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3 鞏同霞;;改進數(shù)學(xué)課堂評價方式的實踐探索[J];小學(xué)教育科研論壇;2003年Z1期
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