论文标题:广西民族地区初中学生评价的调查研究
Investigation into the Student Evaluation of Junior Middle Schoolin Ethnic Minority Regions of Guangxi
论文作者
论文导师 梁锐,论文学位 硕士,论文专业 课程与教学论
论文单位 广西师范大学,点击次数 151,论文页数 53页File Size711K
2006-03-01论文网 http://www.lw23.com/lunwen_495781337/
ethnic minority region; student assessment; the present situation of evaluation
民族地区初中学生评价对民族地区的经济发展以及民族地区教育事业的改革与发展起到关键性作用。加快民族地区初中学生评价改革对民族地区经济文化事业建设具有积极和深远的意义,是保障民族地区基础教育发展的关键性因素。 本文是以广西龙胜壮族自治县为研究对象探讨民族地区初中学生评价的现状,找出存在的问题,提出建议,以期为新一轮的课程改革提供现实指导。 本研究共分三个部分。 第一部分对学生评价进行了概述,并对现代评价理念民族地区的初中学生评价提出的新的要求进行了探讨,起到理论铺垫的作用。 第二部分对民族地区的初中学生评价的现状进行了深入分析,为民族地区学生评价改革提供现实依据。利用SPSS对问卷调查所得到的数据,结合访谈资料对民族地区学生评价的现状进行分析。 第三部分在对文献调查、实地调查、访谈调查和问卷调查所搜集的有关文献资料和数据进行综合分析和研究的基础上,评述了民族地区初中学生评价现状与现代学生评价理念的差距:单一的评价内容与现代评价倡导的评价内容多元化之间的差距;贫乏的评价方法与现代评价倡导的评价方法多样化之间的差距;狭窄与错位的评价主体与宽广的评价主体之间的差距;侧重甄别的评价功能与侧重发展的评价功能之间的差距;单一的评价标准和多样的评价标准之间的差距。并针对这些差距提出了四点政策建议:消除陈旧的教育评价观念,确立以学生发展为本的学生评价的价值取向;确立开放的评价内容与评价方式;确立多元的评价主体;改革中考中招制度。 本文的创新之处在于:第一、从现实的需要出发,前瞻性地对民族地区初中学生评价进行研究。第二、对民族地区初中学生评价的现状做了较为深入和完整的分析与论述,更加丰富了这方面的研究。第三、针对民族地区初中学生评价的现状提出了改革建议,为民族地区初中学生评价的改革提供了理论支持和行动指导。
The evaluation from the junior school students in ethnic minority regions plays a key role in the reform and development of its economy and education. The evaluation reform from junior school students has realistic significance in boosting the regional development and it has been the vital factor to guarantee the fundamental education development. The thesis ,through an experimental survey on the students in Longsheng County, Guangxi Province, deplored the current assessment in the ethnic minority regions in order to find out the existed problems, so as to provide the practical guidance for the new round of educational curriculum reform. The thesis has three parts. Part One is the general introduction on the students’evaluation, and it brings forward the discussion on the new requirement for the modern evaluation concept to the junior school students in the ethnic minority regions, which also functions as some basement for the theory. Part Two is the data analysis on questionnaires and interview materials of current student evaluation in the ethnic regions through SPSS, which provides the practical basis for the evaluation. Part Three is the comprehensive data analysis on the basis of literature reviews, field survey, interviews and questionnaires. The discrepancy between current evaluation and contemporary evaluating concept, the discrepancy between the single evaluation content and contemporary pluralistic evaluation contents, the discrepancy between the indigent evaluation method and the contemporary multiformity evaluation methods that are promoted, the discrepancy between the narrow & illusory evaluation main bodies and extensive evaluation main bodies, the discrepancy of the evaluation function between the discriminate-oriented and the developing-oriented functions, the discrepancy between the singular evaluation standard and multi-standard evaluation. Four pieces of advice are put forward against those discrepancies, elaborated as the following:1. Eliminate outdated educational evaluation concept and establish the student- centered appraisal value orientation; 2. Set up open appraisal contents and modes; 3. Fix the multiple evaluation bodies; 4. Reform the admission system of the senior schools. The thesis significance lies in the fact that it foresightedly analyzed the current junior students evaluation situation and put forward constructive advice to solve the problems. It meanwhile offers the theoretical and practical guidance in the appraisal reform for junior students in ethnic minority regions. The thesis significance lies in the fact that 1) foresighted study on the evaluation of junior school students in the ethnic minority region based on the factual need, 2) deep, integrate analyze and dissertation on the status-quo evaluation of junior school students in the ethnic minority region, enriching the studies in this regards, 3) suggestions to the status-quo evaluation of junior school students in the ethnic minority region, offering the theoretical and practical guidance in the appraisal reform for junior students in ethnic minority regions.
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