本文選題：小學(xué)數(shù)學(xué)評價 + 多元化評價　； 參考：《渤海大學(xué)》2015年碩士論文

【摘要】：隨著我國基礎(chǔ)教育新課程改革效果的愈見顯著,評價相對于課程改革就顯得相形見絀。在我們的小學(xué)數(shù)學(xué)評價中,自然也存在著評價沒有與時俱進的情況。本篇論文主要是針對在我國基礎(chǔ)教育階段新課程標準實施后,對于小學(xué)數(shù)學(xué)多元化評價策略的深入研究。針對當(dāng)前部分小學(xué)數(shù)學(xué)評價存在的問題,主要以評價的時間順序為研究的劃分點,即總結(jié)性評價、形成性評價、即時性評價三方面展開對評價多元化的探索。本文主要通過對小學(xué)數(shù)學(xué)多元化評價的相關(guān)文獻研究,并結(jié)合某普通小學(xué)數(shù)學(xué)評價的現(xiàn)狀的數(shù)據(jù)調(diào)查,能夠?qū)Ξ?dāng)前的小學(xué)數(shù)學(xué)評價方式有一定程度上的了解,發(fā)現(xiàn)在新課程標準下小學(xué)數(shù)學(xué)評價存在的部分問題,并知曉當(dāng)前小學(xué)數(shù)學(xué)多元化評價的應(yīng)用情況。論文的第一部分是開篇的引言部分,主要是闡述本文的選題依據(jù),并引述其他學(xué)者關(guān)于數(shù)學(xué)評價方向的研究;第二部分是本篇論文中涉及到的學(xué)術(shù)名詞的解析和應(yīng)用到的相關(guān)理論基礎(chǔ);第三部分是對某小學(xué)的數(shù)學(xué)評價情況進行調(diào)查的問題與結(jié)果分析,以此發(fā)現(xiàn)當(dāng)前部分小學(xué)數(shù)學(xué)評價中與新課程標準要求的不符合之處,并對這些問題按照評價的時間順序予以分類總結(jié);第四部份是對當(dāng)前部分學(xué)校面對的小學(xué)數(shù)學(xué)評價方式存在的問題和分析。在當(dāng)前新課程實施效果明顯的過程中,讓數(shù)學(xué)多元化評價能夠在新課程標準的指引下更好地培養(yǎng)出優(yōu)秀的人才。讓數(shù)學(xué)不再是學(xué)生們心中套用公式的工具類學(xué)科,而是通過小學(xué)數(shù)學(xué)學(xué)科培養(yǎng)出更多具有豐富的數(shù)學(xué)思維和數(shù)學(xué)意識的學(xué)生。
[Abstract]:With the increasing effect of the new curriculum reform of basic education in China, the evaluation appears to be dwarfed by the curriculum reform. In our primary school mathematics evaluation, there is a natural evaluation did not keep pace with the situation. This paper is mainly aimed at the in-depth research on the diversification evaluation strategy of primary school mathematics after the implementation of the new curriculum standard in the stage of basic education in China. Aiming at the existing problems of mathematics evaluation in some primary schools, this paper mainly takes the time order of evaluation as the division point of study, that is, summative evaluation, formative evaluation and real-time evaluation to explore the diversification of evaluation. This article mainly through the elementary school mathematics diversification appraisal related literature research, and unifies the general elementary school mathematics appraisal present situation data investigation, can have the certain degree understanding to the present elementary school mathematics appraisal way. Some problems in primary school mathematics evaluation under the new curriculum standard are found, and the application of primary school mathematics pluralistic evaluation is known. The first part of the paper is the introduction of the beginning part, mainly describes the basis of the topic, and quoted other scholars on the direction of mathematical evaluation research; The second part is the theoretical basis of the analysis and application of the academic nouns involved in this paper. The third part is the investigation of the mathematics evaluation of a primary school and the analysis of the results. In order to find out the current part of primary school mathematics evaluation and the new curriculum standards do not meet the requirements, and these problems in accordance with the evaluation of the time order to be classified and summarized; The fourth part is the problems and analysis of mathematics evaluation in primary schools. In the process of implementing the new curriculum obviously, the mathematics diversification evaluation can better train the outstanding talents under the guidance of the new curriculum standard. So that mathematics is no longer a tool subject in which students apply formulas in their hearts, but more students with rich mathematical thinking and mathematical consciousness can be cultivated through primary school mathematics.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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本文編號：1910171