發(fā)布時間：2018-03-30 18:16

  本文選題：課堂即時評價　切入點：教師知識觀　出處：《渤海大學》2017年碩士論文

【摘要】：在當前國家大力提倡培養(yǎng)核心素養(yǎng)的背景下,如何將課堂知識傳授的過程轉變成素養(yǎng)養(yǎng)成的過程,是每一位專家學者及一線教學工作者必然要面臨的問題。而即時評價作為指導整個課堂教學活動的核心要素,是學生跨越知識走向素養(yǎng)的橋梁,在促進學生習得素養(yǎng)、全面發(fā)展方面具有不可替代的作用。同時,素養(yǎng)的養(yǎng)成離不開知識的學習,但教師對知識的看法如何將影響課堂即時評價的功能是否有效發(fā)揮,從而影響學生知識學習的效果。鑒于此,論文選擇基于教師知識觀轉型的視角,綜合運用文獻研究法、訪談法、課堂觀察法,從理論探究與實證調研兩方面來探討小學課堂即時評價的改善問題,即良好的知識觀有利于從根本上改善課堂即時評價的弊病。論文分五部分,具體框架如下:第一部分,導論。主要介紹了選題的依據(jù)與核心概念的界定,在對文獻整理分析的基礎上綜述了國內外相關研究現(xiàn)狀,并對本研究的理論基礎做了具體闡述,最后簡要說明了研究目的及意義。第二部分,理論研究。通過對已有研究成果的深度剖析,厘清了當代教師知識觀轉型在知識本質觀、知識價值觀、知識獲得觀等方面的主要表征,并在此基礎上深入探析了教師知識觀轉型對即時評價的影響機制,凸顯教師知識觀轉型對課堂即時評價轉變的重要性。第三部分,理論研究。通過探究在知識觀轉型視角下當代課堂評價的總體價值走向,進一步對基于知識觀轉型視域的當代課堂即時評價在評價目的、評價內容、評價對象、評價語言、評價形式、評價標準等具體維度的應然狀態(tài)作出了具體闡述。第四部分,實證研究。通過課堂觀察、訪談等方式,對小學教師的課堂即時評價現(xiàn)狀進行了實踐調研。根據(jù)課堂觀察實錄與師生訪談的調研結果,從認知狀況與應用現(xiàn)狀兩個方面對小學課堂即時評價的現(xiàn)狀作出基于教師知識觀層面的質性描述分析,并進行了歸因探析。第五部分,優(yōu)化策略。結合問題產生的原因,基于教師知識觀轉型的視角從環(huán)境、觀念、技能三個層面提出了促使小學課堂即時評價優(yōu)化的策略。
[Abstract]:Under the background of promoting the cultivation of core literacy, how to transform the teaching process of classroom knowledge into the process of cultivation of literacy is an inevitable problem for every expert and scholar as well as first-line teaching workers.As the core element of guiding the whole classroom teaching activities, instant evaluation is the bridge for students to stride knowledge to literacy, and plays an irreplaceable role in promoting students' acquisition literacy and all-round development.At the same time, the cultivation of literacy is inseparable from the learning of knowledge, but how teachers' views on knowledge will affect whether the function of classroom immediate evaluation can be effectively played, thus affecting the effect of students' knowledge learning.In view of this, the thesis chooses the angle of view of teachers' knowledge transformation, synthetically applies literature research, interview and classroom observation to discuss the improvement of classroom instant evaluation in primary school from two aspects: theoretical research and empirical investigation.That is, a good view of knowledge is conducive to the fundamental improvement of classroom evaluation of the drawbacks.The paper is divided into five parts, the specific framework is as follows: the first part, introduction.This paper mainly introduces the basis of selecting the topic and the definition of the core concept, summarizes the current research situation at home and abroad on the basis of literature collation and analysis, and expounds the theoretical basis of this research in detail, and finally briefly explains the purpose and significance of the research.The second part, theoretical research.Through the deep analysis of the existing research results, this paper clarifies the main representations of the transformation of contemporary teachers' view of knowledge in the aspects of knowledge essence view, knowledge value view, knowledge acquisition view and so on.On the basis of this, the author deeply analyzes the influence mechanism of teachers' knowledge view transformation on immediate evaluation, and highlights the importance of teachers' knowledge view transformation to classroom immediate evaluation.The third part, theoretical research.By exploring the general value trend of contemporary classroom evaluation from the perspective of transformation of knowledge view, this paper further explores the evaluation purpose, content, object, language and form of immediate evaluation of contemporary classroom based on the perspective of transformation of knowledge view.Evaluation criteria and other specific dimensions of the state of the ought to make a specific elaboration.The fourth part, empirical research.Through classroom observation and interview, the present situation of classroom evaluation of primary school teachers is investigated.Based on the results of classroom observation and interviews between teachers and students, this paper makes qualitative description and analysis of the present situation of classroom instant evaluation in primary schools based on teachers' view of knowledge from the two aspects of cognition and application, and makes an analysis of attribution.The fifth part, optimization strategy.Combined with the causes of the problem, this paper puts forward the strategies to promote the optimization of classroom immediate evaluation in primary schools from the perspective of teachers' knowledge transformation from three aspects: environment, concept and skills.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G622.4

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本文編號：1687060