【作者】 潘学中；

【导师】 吴志宏；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2002， 硕士

【摘要】 了解课堂教学评价对课堂教学质量的提高有重要的现实意义，但目前我国教育管理学领域中对课堂教学评价的研究不多，从实证方法角度上进行研究的更少。本论文在对文献进行详尽回顾和对多元智能评价进行理论探讨的基础上，通过问卷和访谈等定量、定性研究方法调查、分析了“多元智能”实验学校课堂教学评价现状，以及广大教师对课堂教学评价的看法和期望，在探讨如何评价课堂教学中重点从课堂教学评价的内容和方法两方面进行研究。 在定量部分，通过课堂教学评价问卷调查和分析课堂教学评价的标准和方法，得出有关结论：教师比较认同的评价标准有教学目标符合学生身心发展、学生思维得到开发、学生掌握一定的学习方法等，教师比较认同的评价方法有主体多元化综合评价、定性定量相结合、教师自评等。 在定性部分，通过对参加实验的十几所学校的教师的访谈，以及在两所学校进行的实践体验，探讨了课堂教学评价的现状及教师的期望。论文主要从课堂教学评价的目的、功能、类型等几方面对课堂教学评价现状进行了客观描述。 在上述研究的基础上，结合课题组长期在实验学校进行的课堂教学评价实例，进一步探讨了应该如何进行课堂教学评价，指出应当从课堂教学目标的实现、学生参与教学的程度、教师对学生创造性的培养、师生关系和教师对学生的评价等几方面进行课堂教学评价。为了具体探讨如何进行课堂教学评价，论文还提供了一份课堂教学评价个案。 本论文还进一步探讨了科学的评价标准确定的两难性和评价功能切当发挥的重要性，指出当前应当赋予学校和教师以一定的评价权，加强评价人员的培训，完善评价体制和改变社会评价标准。更多还原

【Abstract】 It’s of current significance to comprehend classroom instruction assessment. However, there is not much research done on classroom instruction assessment in China, even less by empirical strategy. After thorough survey of relative literature and multiple intelligences assessment, the thesis investigates and analyzes the current situation of classroom instruction assessment in our experimental schools and teachers’ opinions on it, focusing on the contents and methods during inquiring into how to assess classroom instruction.In quantitative part, classroom instruction assessment questionnaire is employed to describe and analyze classroom instruction assessment’s standards and methods. We make it clear that: On assessment’s standards, teachers prefer to such standards as teaching’s aim being in line with the students’ realities, developing the students’ thinking; on assessment’s methods, the favorite factors are multiple assessment, combination of quality and quantity and teachers-self assessment.Turning next to the qualitative part, observation, interview and case study show us the situation and the teachers’ expectation to classroom instruction assessment. The thesis emphasizes in assessment’s object, function and types.On the basis of above studies, combining with our experience in normal times, the thesis takes further step to how the assessment should be made, pointing out that we should pay attention to teaching’s object, the student’ taking active part in instruction, developing the students’ thoughts, therelationship between teachers and students, teachers’ attitude to students. In order to show how to assess a lesson, the thesis provides a case.In addition, the thesis inquires into the difficulty of scientific assessment and the importance of correctly playing assessment’s effect. Our research suggests that school and teacher should have rights to assess instruction, we should train more assessors, also we should improve our system of assessment and social standard on instruction.更多还原