节点文献
民族地区初中阶段学生学业评价体系的研究
【作者】 安晓镜；
【导师】 常永才；
【作者基本信息】 中央民族大学 ， 民族文化心理与教育， 2012， 博士
【副题名】以云南省楚雄州X县两所初中的调研为例
【摘要】 学业评价是指以学生在学习活动中各个方面的表现为基础,对学生发展和变化状况做出价值判断的过程。自上世纪60年代,学业评价便成为当今世界性基础教育改革中最有争议力的一个课题。评价被看作是确保和提高教育质量的较为可行的办法。民族学校教育担负着双重任务。提升民族教育质量,完善民族教育功能是民族学校教育亟待解决的两大问题。学业评价的特殊地位决定了其是解决上述问题的关键,对民族地区学生学业评价的研究具有非常重要的意义。本研究内容包括三部分：第一部分：对已有的文献进行总结梳理,系统地回答为什么研究、如何开展研究、以及相关学术研究状态、理论基础等问题,为后文进一步开展民族地区学生学业评价的研究奠定基础。第二部分：本文运用访谈、问卷调查的方法,以我国云南省X县两所初中学校为个案进行实证研究,研究分为两部分：研究(一),调查民族地区师生学业评价的相关问题。在对师生进行深入访谈的基础上,编制出学业评价调查问卷：教师版,学生版。问卷维度：“学业评价体系的认知”、“理想的评价构念”、“民族教育意识”。其中评价体系的认知包括：评价理念、评价内容、评价方式、评价主体,理想的评价构念包括：对现行评价体系的评价、理性的构念成分,民族教育意识包括：对民族间学生差异的感知,民族教育双重目的的认识。研究(二),民族学生在校学习的过程即是涵化的过程,本研究对民族地区学生的涵化心理状况进行调查,并探讨涵化心理与学生学业成就之间的关系。其中,涵化问卷由“语言能力、民族认同感、涵化策略、多元文化态度”四部分组成,以学生上学期考试成绩表征学业成就。其中,研究一是从学业评价、民族教育相关的视角对民族地区学生学业评价进行研究,研究二从民族学生心理发展特征视角论证民族地区学生学业评价。第三部分：基于实证研究和理论分析的基础上,本研究提出整合的全面发展评价体系,并指出此评价体系之构建思路,指导思想和内涵,以及实施的具体原则。本研究结果表明：(1)对国内外学业评价文献进行整理的基础上,归纳出“评价理念、评价内容、评价方式、评价主体”是构成学业评价系统的四大元素。评价理念是人们对学业评价的总体看法。评价内容具体导向整个教育的实施。评价方式是评价的具体操作过程。评价主体是指主导评价活动的人与团体,是评价活动的实施者。(2)研究一：教师访谈和问卷调查结果表明,民族地区现行的评价体系既有与普通教育一致的问题,也有自身所特有问题的存在。具体表现为：教师和学生都已经深切地感知到民族间学生的差异；民族教育意识淡漠,对民族文化有着浓厚的兴趣。理念上,教师对评价功能认识不完整,学生能够有效地利用评价的反馈和发展功能；内容上未能对学生的“过程和方法”“情感、态度和价值观”以及民族文化进行考察；只采用单一的纸笔测验,质性评价未能加以利用；教师是唯一的评价主体。在评价理想构念中,教师认为单一的纸笔测验存在着不足之处；非常强调对“情感、态度和价值观”的评价。研究二：涵化与学业成就的统计分析结果表明：学生的双语能力与学业成就之间存在着相关关系；学生民族认同感、多元文化态度与学业成就之间存在着正相关关系；涵化策略的选择是影响学业成就的一个非常重要的因素。(3)基于实证调查和对“多元文化整合教育”、“建构主义评价”、“涵化”理论分析上的基础上,认为民族地区学生的学业评价在评价理念上应体现民族教育双重目的的意识,评价内容上应体现民族文化教育的内涵；评价方式上应与民族学生心理发展相适应；评价主体应具有多元文化的意识。基于上述观点,本研究进一步初步建构出民族地区学生学业评价“整合的全面发展学业评价体系”。即要以民族地区初中阶段学生在校学习主流文化和民族文化过程中多重方面的表现为基础,对学生发展和变化状况做出价值判断。围绕此体系的实施阐释政府、学校、教师和家长应承担的责任,并指出应正确处理的几个关系。
【Abstract】 Academic evaluation refers to the process of value-judgment on students’development and changes, based on their all aspects of performances in learning activities. Since the1960s, academic evaluation has become one of the most controversial issues on basic education reform in the world. The evaluation is seen as a more feasible way to ensure and improve the quality of education. School education in ethnic areas charged with the dual mandate, improving the quality and the function of National Education are two major problems to be solved. The special status of the academic evaluation make it be the key to solve the above problems, therefore a researcher on which has very important significance.The contents of this study consist of three parts:Part I:Summary of the existing literature to answer questions as Why to study, how to conduct research, and questions about the theoretical foundation or conclusion of current researches.Part II: Two junior high schools in X xian, Yunnan Province of China were selected for case study. Interviews and questionnaire were conducted. It naturally come into two studies as follows:(I), It investigated issues related to academic evaluation of students and teachers in the minority areas. On the basis of in-depth interviews with teachers and students, the questionnaires on academic evaluation were drawn up into Teacher’s Edition and Student Edition with three dimensions:awareness of the academic evaluation system, the ideal evaluation constructs awareness of national education". Awareness of the academic evaluation system includes concepts, content, and methods of evaluation. The ideal evaluation constructs contain the evaluation of the current evaluation system and elements of rational constructs. Awareness of national education consists of the perception of differences between ethnic students, understanding of the dual purpose of national education.(II), As ethnic students’learning in the school is also the process of their cultural adaptation, the thesis studied the psychological status of students’adaption to the culture and explored its relationship with students’ academic achievement. Which was executed by a questionnaire containing language skills, ethnic identity, strategies taken for adaption and attitude to multi-cultural? Here the academic achievement was represented by students’score in examinations of last semester.In general, the first investigated the academic evaluation in enthic areas on perspectives related to national education and academic assessment, followed by the demonstration in study2with the survey of students’ psychological development in minority areas.Part III:based on empirical research and theoretical analysis, the study pointed out the idea about an integrated evaluation system for the comprehensive development, its guiding ideology and inside concepts, as well as specific principles for its implement. The results show that:(1), based on domestic and international academic evaluation literature, the concept of evaluation, its content, evaluation methods, evaluation subject was considered as the four main elements that constitute the academic evaluation system. The concept of evaluation is the overall view of academic evaluation. Content of evaluation direct the implementation of the entire education. Evaluation methods are the specific operation of evaluation. The subjects refer to people and groups leading evaluation activities, the perpetrators of the evaluation activities.(2), the results of questionnaire and interviews with teachers showed that the existing evaluation system in minority areas not only has problem about being consistent with the general education, but also have their own unique problem. Specifically, teachers and students have clear awareness of the differences between students in the area;, though they have strong interest toward ethnic culture but less consciousness of national education. As the concept of evaluation, teachers’understanding of evaluation function is not complete, students instead can effectively use the feedback and development functions; Contents of the existing evaluation fail to access the process and methods of learning, students’ emotions, attitudes, values and ethnic culture; using only a single written test, with quality evaluation neglected; teachers are the only subject of evaluation, who think a single written test is inadequate in the evaluation of ideal constructs, stressing much on the evaluation of the students’ feelings, attitudes and values. Statistical analysis of cultural adaptation and academic achievements In study2showed that:the familiarity of the students’ native language to a certain extent restricted their learning in school, the level of Chinese is positively correlated to students’ academic achievement; There is also a positive correlation among students’ national identity, cultural attitudes and academic achievement; the choice of acculturation strategies is a very important factor to affect academic achievement.(3) based on empirical investigation and theoretical analysis of multi-cultural integration of education, constructivism evaluation, acculturation and Inheritance of ethnic cultures, the conclusion is that academic evaluation on ethnic students should have concepts reflecting the awareness of the dual purpose of national education, content representing connotation of national cultural education, methods compatible with the students’ psychological development evaluation and the subject with a multi-cultural awareness.Based on the above points of view, this study further constructed integrated evaluation system for the comprehensive development. That is, in the process of learning mainstream culture and ethnic culture multiple aspects of performance of students in junior middle school of minority areas should be considered for the assessment and evaluation on students’ development and changes. As of the implementation, the government, schools, teachers and parents should bear the responsibility for this system, and some relationship should be properly dealt with.