试论阅读教学中学生评价能力的培养
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摘要
评价能力是人的多种心智、多种机理和多种能力的有机聚合,是人的综合素质的集中体现。培养学生的评价能力,是社会和时代对教育、对人才的要求,是素质教育的一个重要组成部分。长期以来,学生评价能力的培养并没有得到教育工作者应有的重视,在评价能力概念理解上,存在一些偏差;学生的评价思想深受教学目标的影响,缺乏独立意志。
阅读中学生的评价能力主要体现为:辩证思维力、分析赏鉴能力、审美能力、表达能力。影响学生的阅读评价能力的因素有多方面,主要有:评价理念、评价心理、知识观念、师生关系、思维方式等。
在阅读教学中培养学生的评价能力,要优化阅读课堂教学。教师必须要有积极引导学生参与课堂评价的意识,要建立适当的评价激励机制,增加评价的内驱力。教师要转变传统的学生观,充分相信学生的评价和自我评价的能力,并具备渊博的评价理论知识,教给学生评价知识,进行有针对性的训练:以阅读为平台,锻造学生的思维品质——提倡个性化阅读,主张多元解读,培养学生思维的创新能力;以疑为主导,培养学生思维批判能力;把握教学契机,适时培养学生的反思能力。比较是培养学生评价能力的重要手段,在阅读教学中,通过对文本的多层次、多角度的比较,可以培养学生的分析、赏鉴能力。阅读教学具有重要的审美教育功能,应关注学生情感的丰富和发展,让学生受到美的熏陶,培养自觉的审美意识和高尚的审美情趣,培养审美感知和审美创造的能力。在阅读教学中,主要通过师生互动的方式培养学生的表达能力。
在阅读教学中培养学生的评价能力是一个漫长的过程,需要我们全身心地付出和投入。
The appraisal ability is composed of people's various mentality, various mechanism and various ability, which embodies people's synthetical quality mainly. To raise student's appraisal ability is the society and the times' request to education and talented person, and is a important component of quality education. The cultivation of students' appraisal ability has been not paid attention to by educational workers for a long time. There is some misunderstanding about the concept of appraisal ability .The student' s valuation thought is seriously affected by teaching target, and is short of independent will.
In reading procedure, the evaluation ability of a middle-school student embodies mainly by the ability of dialectical thinking, analyse and appreciation, aesthetic judgment and expression. There are many influencing factors to the students' evaluation ability in reading procedure: appraising concept, appraising mentality, conception of knowledge, teacher-student relations, and mode of thinking etc.
To train student' s valuation ability in reading- teaching, the teacher asks an optimization to reading-teaching in classroom. and needs to have a consciousness of guiding a student to participate in classroom appraises actively, and needs to build a appropriate valuation incentive mechanism, and increase the inner valuation' s drive force. The teacher is asked to change traditional viewpoint about the students to believe the ability of students' valuation and self-assessment sufficiently, and to has a erudite theory knowledge about valuation to imparts to his(her) students, to train them purposefully. The teacher is asked to take the reading as a platform to forge students' ability of thinking—-to cultivate the student' s ability of innovation through advocating individuation of reading and multivariate understands and explains to the text; to cultivate the student' s ability of criticizing through oppugning mainly;
to cultivate the students ability of t introspective through grasping teaching -momentum at the right moment. In reading teaching , comparison, which can cultivate the student' s ability of analysis and appreciation through unscrambling by mulriple visual angle and mulriple levels to the version , is proved to be a important mean to foster a student' s appraisal ability. Reading-teaching has the important aesthetic education function The teachers should show solicitude for the enrichment and development of students' emotion, and let students accept aesthetic edification to cultivate their self-conscious consciousness of appreciation of the beauty and the noble temperament and interest of appreciation of the beauty , to cultivate their ability of apperception of the beauty and creation of the beauty. In reading-teaching, we train students' expressing ability, mainly by way of interactive between teacher and students
To train students' valuation ability in reading-teaching is an endless process. We must pay out and jump it in heart and soul.
阅读中学生的评价能力主要体现为:辩证思维力、分析赏鉴能力、审美能力、表达能力。影响学生的阅读评价能力的因素有多方面,主要有:评价理念、评价心理、知识观念、师生关系、思维方式等。
在阅读教学中培养学生的评价能力,要优化阅读课堂教学。教师必须要有积极引导学生参与课堂评价的意识,要建立适当的评价激励机制,增加评价的内驱力。教师要转变传统的学生观,充分相信学生的评价和自我评价的能力,并具备渊博的评价理论知识,教给学生评价知识,进行有针对性的训练:以阅读为平台,锻造学生的思维品质——提倡个性化阅读,主张多元解读,培养学生思维的创新能力;以疑为主导,培养学生思维批判能力;把握教学契机,适时培养学生的反思能力。比较是培养学生评价能力的重要手段,在阅读教学中,通过对文本的多层次、多角度的比较,可以培养学生的分析、赏鉴能力。阅读教学具有重要的审美教育功能,应关注学生情感的丰富和发展,让学生受到美的熏陶,培养自觉的审美意识和高尚的审美情趣,培养审美感知和审美创造的能力。在阅读教学中,主要通过师生互动的方式培养学生的表达能力。
在阅读教学中培养学生的评价能力是一个漫长的过程,需要我们全身心地付出和投入。
The appraisal ability is composed of people's various mentality, various mechanism and various ability, which embodies people's synthetical quality mainly. To raise student's appraisal ability is the society and the times' request to education and talented person, and is a important component of quality education. The cultivation of students' appraisal ability has been not paid attention to by educational workers for a long time. There is some misunderstanding about the concept of appraisal ability .The student' s valuation thought is seriously affected by teaching target, and is short of independent will.
In reading procedure, the evaluation ability of a middle-school student embodies mainly by the ability of dialectical thinking, analyse and appreciation, aesthetic judgment and expression. There are many influencing factors to the students' evaluation ability in reading procedure: appraising concept, appraising mentality, conception of knowledge, teacher-student relations, and mode of thinking etc.
To train student' s valuation ability in reading- teaching, the teacher asks an optimization to reading-teaching in classroom. and needs to have a consciousness of guiding a student to participate in classroom appraises actively, and needs to build a appropriate valuation incentive mechanism, and increase the inner valuation' s drive force. The teacher is asked to change traditional viewpoint about the students to believe the ability of students' valuation and self-assessment sufficiently, and to has a erudite theory knowledge about valuation to imparts to his(her) students, to train them purposefully. The teacher is asked to take the reading as a platform to forge students' ability of thinking—-to cultivate the student' s ability of innovation through advocating individuation of reading and multivariate understands and explains to the text; to cultivate the student' s ability of criticizing through oppugning mainly;
to cultivate the students ability of t introspective through grasping teaching -momentum at the right moment. In reading teaching , comparison, which can cultivate the student' s ability of analysis and appreciation through unscrambling by mulriple visual angle and mulriple levels to the version , is proved to be a important mean to foster a student' s appraisal ability. Reading-teaching has the important aesthetic education function The teachers should show solicitude for the enrichment and development of students' emotion, and let students accept aesthetic edification to cultivate their self-conscious consciousness of appreciation of the beauty and the noble temperament and interest of appreciation of the beauty , to cultivate their ability of apperception of the beauty and creation of the beauty. In reading-teaching, we train students' expressing ability, mainly by way of interactive between teacher and students
To train students' valuation ability in reading-teaching is an endless process. We must pay out and jump it in heart and soul.
引文
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[1]张福庆.苏轼、辛弃疾豪放词风之比较.外交学院学报,2003年第4期.85页
[1]周东红.论语文教学中的美育教学.职业技术教育研究,2005年第10期.75页
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[2]张大均.教育心理学.北京:人民教育出版社,2004年.98页
[1]赵厚玉.语文教育学的现代阐释.北京:中央编译出版社,2003年第5期.185页
[1]蒋独见.谈谈传统文化对语文创造教育的负面影响.四川教育学院学报,2000年第5期39页
[1]余启泉.大学生评价教师的心理误区及调控.合肥学院学报,2005年第1期.114页
[1]高占海、刘永恒、赵爱学.学生评价教师过程中的六大消极心理.广西青年干部学院学报,2005年第5期.43页
[2]赖敏.从知识观的演进看语文教学的变革.教学与管理,2005年第9期.62页
[1]孙正聿.哲学通论.辽宁人民出版社,1998年版.55页
[1]梁淑贞.培养学生评价能力 优化数学课堂教学.广东教学研究,2001年第5期.32页
[1]杜菁锋.中学阅读教学中批判性思维能力的培养途径.贵州教育学院学报,2004年第5期.79页
[1]王德俊.中学语文教学设问的能力层级设计例谈.大连教育学院学报,2001年第12期
[1]杨崇理.试论语文课堂的设问艺术.语文学刊,2006年第1期.78页
[1]中央教育科学研究所.叶圣陶语文教育论集(上册)北京:教育科学出版社,1980版.9页。
[1]张福庆.苏轼、辛弃疾豪放词风之比较.外交学院学报,2003年第4期.85页
[1]周东红.论语文教学中的美育教学.职业技术教育研究,2005年第10期.75页
[1]张隆华.中国语文教育史纲.长沙:湖南师范大学出版社,1991.
[2]周庆元.语文教育研究概论.长沙:湖南人民出版社,2005.
[3]周庆元.中学语文教育心理研究.长沙:湖南师范大学出版社,1999.
[4]程达.教学目标论.长沙:湖南教育出版社,2000.
[5]程达.语文学科论.长沙:湖南教育出版社,1998.
[6]张良田.教学手段论.长沙:湖南教育出版社,1999.
[7]张良田.语篇交际原理与语文教学.长沙:湖南师范大学出版社,2003.
[8]叶澜.教育概论.北京:人民教育出版社,1996.
[9]李杏保、顾黄初著.中国现代语文教育史.四川教育出版社,2000.
[10]李维鼎.语文课程初论.浙江教育出版社,2004.
[11]普通高中语文课程标准,语文课程标准研制组编写,湖北教育出版社,2004
[12]曹明海.语文教育智慧论.青岛:青岛海洋大学出版社,2001.
[13]潘庆玉.语文教育发展论.青岛:青岛海洋大学出版社,2001.
[14]张大均.教育心理学.北京:人民教育出版社,2004.
[15]王孝玲.教育评价的理论与技术.上海:上海教育出版社,1999
[16]孙正聿.哲学通论.辽宁:辽宁人民出版社,1998.
[17]蒋建洲.发展性教育评价制度的理论与实践研究。长沙:湖南师范大学出版社,2001.
[18]路海东.教育心理学.长春:东北师范大学出版社,2003.
[19]庞维国.自主学习.上海:华东师范大学出版社,2003.
[20]中央教育科学研究所编.叶圣陶语文教育论集.教育科学出版社,1980.
[21][苏]苏霍姆林斯基.给教师的建议.杜殿坤译.北京:教育科学出版社,2000.
[22][美]杜威.民主主义与教育.王承绪译.人民教育出版社,2001.
[23][苏]B.赞科夫.和教师的谈话.杜殿坤译.教育科学出版社,1999.
[24]James Bellanca,Larolyn Chapman,Elizabeth Swarts著,夏惠贤译.多元智能与多元评价.北京:中国轻工业出版社,2004.
[25]Jack R.Fruenkel,Norman E.wal len著,蔡永红等译.教育研究的设计与评估.北京:华夏出版社,2003.
[26]R.赖丁,S.雷纳著,庞维国译.认知风格与学习策论.上海:华东师范大学出版社,2003.
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