素质教育背景下小学课堂教学评价研究.pdfVIP

摘 要 1982年我国提出坚决实行素质教育，反对为片面追求升学率而进行的应试教育，以 贯彻全面发展的教育方针。近年来，我国尤其重视基础教育的发展进程。小学阶段的学 生尚处于“可塑期”，其学习能力、学习兴趣以及生活习惯的养成对其未来发展具有重 要的影响。有效的课堂教学评价是提高教学质量、促进学生学习成长的重要保证。《基 础教育课程改革纲要》格外关注学生的发展诉求，希望能够从各个方面发掘学生潜能， 帮助他们发现自我，全面发展，提高信心。当前，受到应试教育的阻碍，教师缺乏一套 完整实用的课堂教学评价体系，还不能对学生进行合理且全面的评价，有效地促进每一 位学生的发展。基于上述背景，本文由研究小学阶段现行课堂教学评价的现状，思考其 中存在的问题和原因，提出合理的策略三个部分展开阐述。 为了深入研究上述三个问题，笔者试图采用定量研究和定性研究相结合的方法。首 先对课堂教学评价现状进行大量文献研究，接着对内蒙古包头市青山区民族路小学课堂 教学评价活动进行问卷调查与实地资料收集，了解实际教学情况。较详细分析小学课堂 教学评价体系中的问题及成因，从新课改视角下提出可行性建议，以便为小学课堂教学 质量的提升、学生的全面发展发展提供帮助。 关键词：素质教育；小学；课堂教学评价；问题；建议 II Abstract In 1982, China proposed to implement quality education resolutely and oppose the test-oriented education for the one-sided pursuit of the rate of entering a higher education, so as to implement the education policy of comprehensive development. In recent years, China has paid special attention to the development of basic education. Students in elementary school are still in a plastic period, and their learning ability, interest in learning and the formation of lifestyle habits have an important impact on their future development. Effective classroom teaching evaluation is an important guarantee for improving teaching quality and promoting students learning growth. Based on the above background, this article studies the current status of classroom teaching evaluation at the elementary school level, thinks about the problems and causes, and puts forward reasonable strategies in three parts. In order to study the above three problems in depth, the author tries to adopt the method of combining quantitative research and qualitative research. First of all, a lot of literature research on the status of classroom teaching evaluation,