高中語文作文評價研究
發(fā)布時間：2019-02-28 11:23
【摘要】：寫作教學是高中語文教學的重要構成部分。作文評價活動是保證寫作教學效果的重要因素。本文正是對高中語文作文評價活動進行較為全面的考察,以期推進高中語文寫作教學研究。論文主要由六個部分組成:第一部分是緒論。這一部分對評價、作文評價進行了概念界定,說明了作文評價對于作文教學的促進作用。這一部分還總結了國內外對于高中作文評價的研究現(xiàn)狀,說明了建構主義理論、自主學習理論是本次研究的理論基石。第二部分是高中語文作文評價的現(xiàn)狀調查。通過問卷及訪談的形式,筆者整理記錄了調查和訪談的結果,力圖從學生和教師的角度客觀呈現(xiàn)出當前高中語文作文評價的現(xiàn)狀。第三部分總結歸納了當前高中語文作文評價存在的問題,探尋問題產生的原因。研究發(fā)現(xiàn),存在問題有:評價時重視評價作文技巧,輕視人文關懷;重視寫作結果,輕視學生在寫作過程中的態(tài)度、方法;多采取學生間的橫向比較、少學生個體的縱向分析等。產生問題的原因主要有:教師批改任務重;評價標準不清楚,教師評價內容主觀性色彩明顯;教師對評價的發(fā)展功能認識不清;在評價中,評價主體分工不明,學生缺少話語權;學生互評由于操作不當?shù)�。第四部分從評價方式、評價內容、評價過程等角度給出了解決問題的相應對策。主要有采取大小作文結合的方法,各有側重地明確作文評價標準;優(yōu)化評語寫作,推重表意清楚、針對性強的鼓勵性評語;兼顧學生互評的前期和后期工作,維護學生互評的評改熱情。第五部分是作文評價舉例。筆者以一次習作評價為例,從實踐層面對如何組織學生互評進行探索:首先教師講評范文,幫助學生掌握評價標準;隨后將學生分成水平相當?shù)男〗M,進行組內評價,推選佳作;最終由全班進行評議。本次設計耗時不短,收獲良多,學生互評效果不錯。第六部分是結語。這一部分對全文進行了系統(tǒng)總結,說明了一些還可進一步思考和研究的未盡問題:如何區(qū)分小學、初中及高中語文作文評價的層次,如何發(fā)揮教師群體在作文評價中的作用,范文是否具有代表性及如何制定作文教學計劃以充分發(fā)揮作文評價的輔助作用等。這有待后期進一步地探討。
[Abstract]:Writing teaching is an important part of high school Chinese teaching. The activity of composition evaluation is an important factor to ensure the effect of writing teaching. This article is precisely to the high school Chinese composition appraisal activity carries on the more comprehensive investigation, in order to promote the senior high school Chinese writing teaching research. The paper mainly consists of six parts: the first part is the introduction. This part defines the concept of evaluation and composition evaluation, and explains the promoting effect of composition evaluation on composition teaching. This part also summarizes the research status of high school composition evaluation at home and abroad, explains the constructivism theory, autonomous learning theory is the theoretical cornerstone of this research. The second part is the high school Chinese composition appraisal present situation investigation. Through the form of questionnaire and interview, the author arranges and records the results of the investigation and interview, and tries to present the present situation of Chinese composition evaluation in senior high school objectively from the perspective of students and teachers. The third part summarizes the problems existing in the evaluation of high school Chinese composition, and explores the causes of the problems. It is found that the existing problems include: valuing writing skills, ignoring humanistic care, paying attention to writing results, ignoring students' attitudes and methods in the process of writing, and paying attention to students' attitude and methods in the process of writing. More to take the horizontal comparison among students, less individual longitudinal analysis of students, and so on. The main reasons for the problems are as follows: the task of teacher correction is heavy; the evaluation criteria are not clear; the subjective color of teachers' evaluation content is obvious; the teachers' understanding of the development function of evaluation is not clear; In the evaluation, the main body of the evaluation is unclear, the students lack the right to speak, and the students' mutual evaluation is due to improper operation and so on. In the fourth part, the countermeasures to solve the problem are given from the aspects of evaluation mode, evaluation content, evaluation process and so on. It mainly adopts the method of combining large and small composition, each has the emphasis to clarify the composition evaluation standard, to optimize the comment writing, to push forward the clear expression, the strong pertinence of the encouraging comments; Take into account the early and later work of students' mutual evaluation, maintain students' evaluation enthusiasm. The fifth part is an example of composition evaluation. Taking a practice evaluation as an example, the author explores how to organize the students' mutual evaluation from the practical level: firstly, the teacher gives a lecture on the model text to help the students master the evaluation criteria; The students were then divided into equal-level groups for intra-group evaluation, selection of excellent works, and final assessment by the whole class. This design time is not short, harvest a lot, student mutual evaluation effect is good. The sixth part is the conclusion. This part makes a systematic summary of the full text, explains some unfinished problems that can be further pondered and studied: how to distinguish the level of Chinese composition evaluation in primary, junior middle school and senior high school, how to give full play to the role of teachers in the composition evaluation, and how to give full play to the role of teachers in the composition evaluation. Whether the essay is representative or not and how to draw up the composition teaching plan to give full play to the auxiliary role of composition evaluation and so on. This needs to be further explored at a later stage.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.34
本文編號：2431762
[Abstract]:Writing teaching is an important part of high school Chinese teaching. The activity of composition evaluation is an important factor to ensure the effect of writing teaching. This article is precisely to the high school Chinese composition appraisal activity carries on the more comprehensive investigation, in order to promote the senior high school Chinese writing teaching research. The paper mainly consists of six parts: the first part is the introduction. This part defines the concept of evaluation and composition evaluation, and explains the promoting effect of composition evaluation on composition teaching. This part also summarizes the research status of high school composition evaluation at home and abroad, explains the constructivism theory, autonomous learning theory is the theoretical cornerstone of this research. The second part is the high school Chinese composition appraisal present situation investigation. Through the form of questionnaire and interview, the author arranges and records the results of the investigation and interview, and tries to present the present situation of Chinese composition evaluation in senior high school objectively from the perspective of students and teachers. The third part summarizes the problems existing in the evaluation of high school Chinese composition, and explores the causes of the problems. It is found that the existing problems include: valuing writing skills, ignoring humanistic care, paying attention to writing results, ignoring students' attitudes and methods in the process of writing, and paying attention to students' attitude and methods in the process of writing. More to take the horizontal comparison among students, less individual longitudinal analysis of students, and so on. The main reasons for the problems are as follows: the task of teacher correction is heavy; the evaluation criteria are not clear; the subjective color of teachers' evaluation content is obvious; the teachers' understanding of the development function of evaluation is not clear; In the evaluation, the main body of the evaluation is unclear, the students lack the right to speak, and the students' mutual evaluation is due to improper operation and so on. In the fourth part, the countermeasures to solve the problem are given from the aspects of evaluation mode, evaluation content, evaluation process and so on. It mainly adopts the method of combining large and small composition, each has the emphasis to clarify the composition evaluation standard, to optimize the comment writing, to push forward the clear expression, the strong pertinence of the encouraging comments; Take into account the early and later work of students' mutual evaluation, maintain students' evaluation enthusiasm. The fifth part is an example of composition evaluation. Taking a practice evaluation as an example, the author explores how to organize the students' mutual evaluation from the practical level: firstly, the teacher gives a lecture on the model text to help the students master the evaluation criteria; The students were then divided into equal-level groups for intra-group evaluation, selection of excellent works, and final assessment by the whole class. This design time is not short, harvest a lot, student mutual evaluation effect is good. The sixth part is the conclusion. This part makes a systematic summary of the full text, explains some unfinished problems that can be further pondered and studied: how to distinguish the level of Chinese composition evaluation in primary, junior middle school and senior high school, how to give full play to the role of teachers in the composition evaluation, and how to give full play to the role of teachers in the composition evaluation. Whether the essay is representative or not and how to draw up the composition teaching plan to give full play to the auxiliary role of composition evaluation and so on. This needs to be further explored at a later stage.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.34
【參考文獻】
相關期刊論文 前10條
1 馮淑芬;;愛是教育的本源[J];吉林教育;2015年36期
2 杜瑛;;西方教育評價理論發(fā)展的社會文化基礎探析[J];教育測量與評價(理論版);2012年10期
3 張玉清;;注重情感,尊重個性,寫出利于學生成長的特色評語——關于作文評語有效性的思考[J];學周刊;2011年22期
4 徐璐;;從“三老”的作文批改觀中汲取營養(yǎng)[J];新課程學習(下);2011年05期
5 李鳳陽;;人人參與 分組競賽——高中作文的批改法[J];教育理論與實踐;2010年05期
6 陸世華;;把愛心融入作文評語中[J];中學教學參考;2009年16期
7 張國方;;作文評語“六重”“六忌”[J];科學咨詢(教育科研);2009年03期
8 黃新美;;發(fā)揮作文評語魅力 灌溉學生心靈之花[J];市場周刊(理論研究);2008年12期
9 陳娜;;準·精·美·和——作文評語的藝術[J];成功(教育);2008年06期
10 劉容;;作文評語“五忌”[J];教育實踐與研究(中學版);2007年12期
相關碩士學位論文 前4條
1 彭淑芳;高中作文師生當面批改方式研究[D];湖南師范大學;2013年
2 向俏;中美作文教學比較研究[D];重慶師范大學;2012年
3 任佐超;高中作文評改的目標優(yōu)化與策略整合[D];首都師范大學;2007年
4 曹雄英;作文教學改革：賞識評價[D];湖南師范大學;2006年
，本文編號：2431762
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2431762.html
教材專著
