【摘要】：思想品德課程評(píng)價(jià)是促進(jìn)學(xué)生思想品德健康發(fā)展的重要手段,而傳統(tǒng)的評(píng)價(jià)方式過(guò)于強(qiáng)調(diào)評(píng)價(jià)的選拔和甄別功能,評(píng)價(jià)方式、評(píng)價(jià)內(nèi)容、評(píng)價(jià)主體都比較單一,已經(jīng)不符合當(dāng)下我們所追求的教育目標(biāo)和教育結(jié)果。我們迫切需要一種更為全面有效的教育評(píng)價(jià)方式:表現(xiàn)性評(píng)價(jià)。表現(xiàn)性評(píng)價(jià)是指按照一定價(jià)值標(biāo)準(zhǔn)和教育目標(biāo),呈現(xiàn)一系列綜合性、復(fù)雜性的情境或任務(wù),通過(guò)觀察學(xué)生在完成任務(wù)過(guò)程中的表現(xiàn)以及完成任務(wù)后生成的成果或作品,利用評(píng)價(jià)規(guī)則來(lái)評(píng)價(jià)學(xué)生發(fā)展成就的評(píng)定方式。表現(xiàn)性評(píng)價(jià)要求創(chuàng)設(shè)有意義的真實(shí)情境任務(wù);評(píng)價(jià)鑲嵌于課程之中,要求與教學(xué)實(shí)現(xiàn)一體化;評(píng)價(jià)不僅關(guān)注學(xué)習(xí)結(jié)果,同樣還要關(guān)注評(píng)價(jià)過(guò)程;在評(píng)價(jià)中學(xué)生是評(píng)價(jià)主體,是學(xué)習(xí)的主人。表現(xiàn)性評(píng)價(jià)更為關(guān)注學(xué)生“高級(jí)思維能力”的自主建構(gòu),對(duì)學(xué)生需要生成的知識(shí)目標(biāo)、能力目標(biāo)和情感態(tài)度價(jià)值觀目標(biāo)具有較為全面的評(píng)價(jià)。表現(xiàn)性評(píng)價(jià)非常適用于初中思想品德課程學(xué)習(xí)的評(píng)價(jià)要求。本文重點(diǎn)從思想品德課堂表現(xiàn)性評(píng)價(jià)目標(biāo)的制定、初中思想品德課堂表現(xiàn)性評(píng)價(jià)任務(wù)的設(shè)計(jì)、初中思想品德課堂表現(xiàn)性評(píng)分規(guī)則的制定以及初中思想品德課堂表現(xiàn)性評(píng)價(jià)具體實(shí)施四個(gè)板塊分別闡述并實(shí)踐了初中思想品德課堂表現(xiàn)性評(píng)價(jià)的設(shè)計(jì)與實(shí)施的過(guò)程。希望通過(guò)本次論文的撰寫,深化對(duì)表現(xiàn)性評(píng)價(jià)的理解、強(qiáng)化表現(xiàn)性評(píng)價(jià)在初中思想品德課堂評(píng)價(jià)中的有效運(yùn)用。
[Abstract]:The evaluation of ideological and moral course is an important means to promote the healthy development of students' ideological and moral character, but the traditional evaluation method emphasizes the function of selection and discrimination of evaluation, the evaluation method, the content and the main body of evaluation are all relatively single. It is no longer in line with the educational goals and educational outcomes that we are pursuing today. We urgently need a more comprehensive and effective way of educational evaluation: performance evaluation. Performance evaluation refers to a series of comprehensive and complex situations or tasks according to a certain value standard and educational goal. By observing the students' performance in the process of completing the task and the results or works produced after the completion of the task, Use evaluation rules to evaluate the evaluation of students' development achievements. Performance evaluation requires the creation of meaningful real situation tasks, the integration of evaluation and teaching, the attention of evaluation not only to the learning results, but also to the evaluation process. In the evaluation of middle school students is the subject of evaluation, is the master of learning. The performance evaluation pays more attention to the independent construction of the students'"advanced thinking ability", and has a more comprehensive evaluation of the students' need to generate the knowledge goal, the ability goal and the emotion attitude value goal. Performance evaluation is very suitable for the evaluation requirements of junior high school ideological and moral course learning. This paper focuses on the formulation of the objectives of the performance evaluation of ideological and moral classroom, the design of the task of the performance evaluation of the ideological and moral classroom in junior high school. The formulation of performance scoring rules in junior middle school ideological and moral classroom and the concrete implementation of the performance evaluation of junior high school ideological and moral classroom described and practiced the design and implementation of junior high school ideological and moral classroom performance evaluation. Through the writing of this paper, we hope to deepen the understanding of the performance evaluation and strengthen the effective application of the performance evaluation in the middle school ideological and moral classroom evaluation.
【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)】：G633.2

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