小班背景下初中英语发展性学习评价的研究
|
摘要
新的《国家英语课程标准》提出,“学生的发展是英语课程的出发点和归宿,教师要根据学生的具体情况,有创造的设计教学过程,要正确认识学生的个体差异,因材施教,使每个学生都在原有的基础上得到发展。”这就要求开始进行发展性评价的尝试。实施发展性教学评价是新课程改革中教学评价改革的重点、热点和亮点。评价的目的是促进学生在知识与技能、过程与方法、情感、态度与价值观等方面的发展,发掘学生多方面的潜能,了解学生发展中的需求,使每一个学生通过评价都能看到自己在发展中的长处,增强学习的信心。评价应全面客观地反映英语教学的真实情况,为改进英语教学提供真实可靠的依据。
本课题通过实验来研究实施发展性评价后,跟对照班相比实验班的学生听、说、读、写的能力是否普遍提高?学生的综合素质、合作精神是否得以发展?学生自主学习能力是否更强,学习兴趣是否更浓?是否有利于老师更好地了解和掌握学生,提高课堂效率?是否更好地实现英语教学的目的?。在实验过程中对学生主要采取的评价方法有教师评价、学生自我评价、小组评价和家长评价。研究目的是试图探索出一套有利于初中学生成长的较为科学、合理、有效的多元化学习评价方法,使教师深刻认识到评价的重要性并能充分合理地使用评价手段营造师生和谐氛围,进而促进教学质量的提高。通过研究发现:发展性评价是基于一定的培养目标的。发展性评价是注重过程的;发展性评价关注学生的个性发展;发展性评价要与教学相结合;在发展性评价中要体现评价主体多元化。
The new "Course standard of national English " proposes, "The main purpose of English Course is to develop students. Teachers should design their teaching course according to students' detailed conditions, should know students 'individual difference correctly, teach students in accordance with their aptitude, make each student developed on the original basis." It demands to start the attempt of developing evaluation. It is the focal point of the reform in the new course reform evaluation. The purpose of developing evaluation is to promote students in knowledge and skill, course and method, the development in respects such as emotion, attitude and values, etc., explore student's latent energy in many aspects, understand the demand in students develop, make every student find their advantages through appraising, strengthen their confidence of study. It should reflect English teaching roundly, objectively and truly. It should be helpful to improve English teaching.
After developing evaluation experiment, Compared with the students in the comparing class, What the author mainly talked about in the research is whether the students in the experiment class are better at listening、speaking reading、writing、whether they are more developed in general quality and cooperation, whether they are more interested in their study, whether their study ability is better, whether it is better for teachers in the experiment class to know their students better and to improve their teaching quality and to realize their purpose of teaching. During the experiment about developing evaluation, The author used the following methods of the evaluation: teacher evaluation、students self-evaluation、group evaluation and parents evaluation. The purpose of this research is to find out a list of multi evaluation which is more scientific、effective and reasonable and which is good for the growth of students, to make teachers realize the importance of evaluation and use suitable evaluation to create harmonious air between teachers and students in order to improve the quality of teaching. The research has found that developing evaluation is based on cultivation purpose, it pays attention to study process and the students' character development, it must combine with teaching, The valuator should be various in developing evaluation.
本课题通过实验来研究实施发展性评价后,跟对照班相比实验班的学生听、说、读、写的能力是否普遍提高?学生的综合素质、合作精神是否得以发展?学生自主学习能力是否更强,学习兴趣是否更浓?是否有利于老师更好地了解和掌握学生,提高课堂效率?是否更好地实现英语教学的目的?。在实验过程中对学生主要采取的评价方法有教师评价、学生自我评价、小组评价和家长评价。研究目的是试图探索出一套有利于初中学生成长的较为科学、合理、有效的多元化学习评价方法,使教师深刻认识到评价的重要性并能充分合理地使用评价手段营造师生和谐氛围,进而促进教学质量的提高。通过研究发现:发展性评价是基于一定的培养目标的。发展性评价是注重过程的;发展性评价关注学生的个性发展;发展性评价要与教学相结合;在发展性评价中要体现评价主体多元化。
The new "Course standard of national English " proposes, "The main purpose of English Course is to develop students. Teachers should design their teaching course according to students' detailed conditions, should know students 'individual difference correctly, teach students in accordance with their aptitude, make each student developed on the original basis." It demands to start the attempt of developing evaluation. It is the focal point of the reform in the new course reform evaluation. The purpose of developing evaluation is to promote students in knowledge and skill, course and method, the development in respects such as emotion, attitude and values, etc., explore student's latent energy in many aspects, understand the demand in students develop, make every student find their advantages through appraising, strengthen their confidence of study. It should reflect English teaching roundly, objectively and truly. It should be helpful to improve English teaching.
After developing evaluation experiment, Compared with the students in the comparing class, What the author mainly talked about in the research is whether the students in the experiment class are better at listening、speaking reading、writing、whether they are more developed in general quality and cooperation, whether they are more interested in their study, whether their study ability is better, whether it is better for teachers in the experiment class to know their students better and to improve their teaching quality and to realize their purpose of teaching. During the experiment about developing evaluation, The author used the following methods of the evaluation: teacher evaluation、students self-evaluation、group evaluation and parents evaluation. The purpose of this research is to find out a list of multi evaluation which is more scientific、effective and reasonable and which is good for the growth of students, to make teachers realize the importance of evaluation and use suitable evaluation to create harmonious air between teachers and students in order to improve the quality of teaching. The research has found that developing evaluation is based on cultivation purpose, it pays attention to study process and the students' character development, it must combine with teaching, The valuator should be various in developing evaluation.
引文
[1]Barbara E.Walvoord&Virginia Johnson Anderson.Effective Grading:A Tool for Learning and Assessment.[M].北京:中国轻工业出版社,2004
[2]Eby,J.Reflective Planning,Teaching and Evaluation for the Elementary School.[M].Upper Saddle River,NJ:Prentice Hall,1997.
[3]E.W.Eisner.The Educational Imagination[M].New York:Macmillan,1998.
[4]Hills.P.J.A Dictionary of Education[M].四川辞书出版社,2002.
[5]Gardner,H.Intelligence Reframed:Multiple Intelligence for the 21st century.Basic Books.1999.
[6]Krathwohl.D.R.Methods of Educational and Social Science Research:An integrated approach[M].New York:hongman,1993
[7]Linda Campbell,Bruce Campbell Dee,Dickinson.多元智能教与学的策略[M]王成全翻译.北京:中国轻工业出版社,1999.
[8]Nancy L.Way mack Sizing it Right:Class-size Reduction and student Achievement[]].Policy Research,1999(1),P3
[9]Sally Berman.Project Learning for the Multiple Intelligence Classroom.[M].北京:中国轻工业出版社,2004.
[10]Slavin,R.R.Synthesis of research on cooperative learning.Education Leadership.1991.
[11]罗黎辉,高翔.教育测量与评价北京:中国轻工业出版社,2004.
[12]盛奇秀,中国古代考试制度[M].济南:山东教育出版社,1998.
[13]王冀生,建设有中国特色教育评估制度的基本要点.教育研究1994年第1期.
[14]陈玉现,中国高等教育评价论.广东教育出版社,1993年版,第32页.
[15]王冀生,学校,社会,政府在高等教育评估中的地位,作用[J].中国高教研究,1996,(2)14-16
[16]许宝元,关于上海教育评估事务所的几点认识.中国教育评估,2000年第1期.
[17]王致和,我国教育评估制度建设的探讨,(中国教育评估)1996年第2期.
[18]王汉澜著,教育评价学.河南大学出版社,1995年版,第422页.
[19]侯光文,教育评价概论.河北教育出版社,1996年版,第465-466页.
[20]沈克非,浅谈小班化教育[J].辽宁教育研究,2001,(11)
[21]余洁,透视美国小班化教育改革浪潮[J].外国教育研究,2002(4)
[22]刘川等.发展性评价的实践与思考.教育研究,1999.3
[23]黄利群.课程改革呼唤发展性评价.辽宁教育(来自中国期刊网,没显示年号)
[24]陈如.教育评价模式与发展特征探析[J].江苏高教,2000.(1):17-18
[25]谭培生,周延凤.小班教育研究应注意的几个问题[J].山东教育研究,2001,(7-8).
[26][美]霍华德.加德纳.智能的结构[M].兰金仁译.北京:光明日报出版社,1990.
[27][美]霍华德.加德纳.多元智能[M].沈致隆译.北京:新华出版社,1992.
[28]段丽珍.《历史学科差异教学与异步评价处探》,上海教育情报,2003年第5期
[29]周卫勇主编:《走向发展性课程评价-谈新课程的评价改革》,北京大学出版社,2002年版.
[30][美]美德沃克著,陈红兵,张春燕 译:《教育心理学》江苏教育出版社,2005年版.
[2]Eby,J.Reflective Planning,Teaching and Evaluation for the Elementary School.[M].Upper Saddle River,NJ:Prentice Hall,1997.
[3]E.W.Eisner.The Educational Imagination[M].New York:Macmillan,1998.
[4]Hills.P.J.A Dictionary of Education[M].四川辞书出版社,2002.
[5]Gardner,H.Intelligence Reframed:Multiple Intelligence for the 21st century.Basic Books.1999.
[6]Krathwohl.D.R.Methods of Educational and Social Science Research:An integrated approach[M].New York:hongman,1993
[7]Linda Campbell,Bruce Campbell Dee,Dickinson.多元智能教与学的策略[M]王成全翻译.北京:中国轻工业出版社,1999.
[8]Nancy L.Way mack Sizing it Right:Class-size Reduction and student Achievement[]].Policy Research,1999(1),P3
[9]Sally Berman.Project Learning for the Multiple Intelligence Classroom.[M].北京:中国轻工业出版社,2004.
[10]Slavin,R.R.Synthesis of research on cooperative learning.Education Leadership.1991.
[11]罗黎辉,高翔.教育测量与评价北京:中国轻工业出版社,2004.
[12]盛奇秀,中国古代考试制度[M].济南:山东教育出版社,1998.
[13]王冀生,建设有中国特色教育评估制度的基本要点.教育研究1994年第1期.
[14]陈玉现,中国高等教育评价论.广东教育出版社,1993年版,第32页.
[15]王冀生,学校,社会,政府在高等教育评估中的地位,作用[J].中国高教研究,1996,(2)14-16
[16]许宝元,关于上海教育评估事务所的几点认识.中国教育评估,2000年第1期.
[17]王致和,我国教育评估制度建设的探讨,(中国教育评估)1996年第2期.
[18]王汉澜著,教育评价学.河南大学出版社,1995年版,第422页.
[19]侯光文,教育评价概论.河北教育出版社,1996年版,第465-466页.
[20]沈克非,浅谈小班化教育[J].辽宁教育研究,2001,(11)
[21]余洁,透视美国小班化教育改革浪潮[J].外国教育研究,2002(4)
[22]刘川等.发展性评价的实践与思考.教育研究,1999.3
[23]黄利群.课程改革呼唤发展性评价.辽宁教育(来自中国期刊网,没显示年号)
[24]陈如.教育评价模式与发展特征探析[J].江苏高教,2000.(1):17-18
[25]谭培生,周延凤.小班教育研究应注意的几个问题[J].山东教育研究,2001,(7-8).
[26][美]霍华德.加德纳.智能的结构[M].兰金仁译.北京:光明日报出版社,1990.
[27][美]霍华德.加德纳.多元智能[M].沈致隆译.北京:新华出版社,1992.
[28]段丽珍.《历史学科差异教学与异步评价处探》,上海教育情报,2003年第5期
[29]周卫勇主编:《走向发展性课程评价-谈新课程的评价改革》,北京大学出版社,2002年版.
[30][美]美德沃克著,陈红兵,张春燕 译:《教育心理学》江苏教育出版社,2005年版.