本文選題：小學生　切入點：閱讀能力　出處：《首都師范大學》2006年碩士論文　論文類型：學位論文

【摘要】：“小學生閱讀能力學業(yè)水平評價的研究”，是在教育部“全日制義務教育國家中小學生學業(yè)質量監(jiān)控”項目研究的過程中，基于“語文學科學生學業(yè)水平質量監(jiān)控”研究的需要提出的一個研究課題。本課題試圖通過對小學生閱讀能力的構成要素的分析和相關評價技術的研究，初步構建小學生閱讀能力評價的指標體系，探索小學生閱讀能力評價的有效手段，為義務教育課程改革中語文評價的改革提供借鑒。 全文共分五個部分。 前言 分析本課題提出的背景，概述本研究的基本內容。指出由于現(xiàn)有的閱讀能力測試沒有一套清晰的指標體系，在測試技術上也存在著明顯的問題，所以閱讀能力評價的總體質量無法保證。為了提高小學生閱讀能力學業(yè)水平評價的科學性和有效性，本課題將主要圍繞三個主要問題展開研究：首先，通過對中外文獻的梳理，形成對閱讀能力及其構成要素的初步認識；其次，通過對中外母語閱讀測試的比較研究以及實際測試，初步構建新課程背景下小學生閱讀能力學業(yè)水平評價的指標體系；第三，通過對國外大型閱讀測試中測試技術的比較研究以及實際測試，進一步分析各類閱讀測試題目的評價功能。 第一章 基于對國內外關于“閱讀”、“閱讀類型”、“閱讀能力構能要素”等方面研究現(xiàn)狀的梳理和分析，理清各種觀點的優(yōu)點和問題，確立本課題將以閱讀“解釋說”和閱讀過程“相互作用模式”為基礎，關注不同的閱讀目的，建立可以表現(xiàn)為外顯行為的小學生閱讀能力評價框架。通過分析國外三種大型閱讀能力評價測試的評價體系(國際教育成就評價協(xié)會(IEA)的“國際閱讀素養(yǎng)進展研究(PIRLS)”、聯(lián)合國經(jīng)濟合作與發(fā)展組織(OECD)的“國際學生評價項目(PISA)”、美國國家教育進展評價(NAEP)，明確布盧姆教育目標分類系統(tǒng)與SOLO學習結果分類系統(tǒng)兩種理論在建立閱讀能力指標體系中的作用，確定本課題將主要采用SOLO學習結果分類系統(tǒng)命制測試題目，，以真實反映學生的閱讀水平。 第二章 初步構建了由測試情境和測試能力兩個維度構成的小學生閱讀能力評價指標體系。根據(jù)學生實際生活中的閱讀需要，測試情境被分為三種：“為了獲得文學體驗的閱讀”、“為了獲取信息的閱讀”、“為了完成任務的閱讀”；根據(jù)對閱讀能力既有研究成果的梳理，測試能力被分為四種：“整體感知”、“提取信息”、“形成解釋”、“使用文本信息作出評價”。形成了小學生閱讀能力學業(yè)水平測試試卷的設計思路：采用布盧姆教育目標分類系統(tǒng)設計測試試卷的框架，采用SOLO學習結果分類系統(tǒng)設計具體的測試題目。 第三章 對構建的小學生閱讀能力評價指標體系以及評價手段進行實際檢測，通過三
[Abstract]:The study on the Evaluation of Primary School students' Reading ability is in the course of the Ministry of Education's "National Primary and Secondary School students' academic quality Control" Project of full-time compulsory Education. Based on the need of the study on the quality control of Chinese students' academic performance, this paper attempts to analyze the elements of primary school students' reading ability and to study the relevant evaluation techniques. This paper constructs the index system of primary school students' reading ability evaluation, explores the effective means of primary school students' reading ability evaluation, and provides reference for the reform of Chinese evaluation in compulsory education curriculum reform. The full text is divided into five parts. The preface analyzes the background of this subject and summarizes the basic contents of this research. It is pointed out that there are obvious problems in the testing technology because there is no clear index system for the existing reading ability test. Therefore, the overall quality of the evaluation of reading ability cannot be guaranteed. In order to improve the scientific and effective evaluation of the academic level of primary school students' reading ability, this subject will mainly focus on three main issues: first, through the combing of Chinese and foreign literature, Form a preliminary understanding of the reading ability and its constituent elements; secondly, through the comparative study of Chinese and foreign mother tongue reading test and the actual test, the paper initially constructs the index system of the primary school students' reading ability academic level evaluation under the new curriculum background; third, Based on the comparative study of the testing techniques in large reading tests abroad and the actual tests, the evaluation functions of all kinds of reading test topics are further analyzed. The first chapter is based on combing and analyzing the current research situation of "reading", "type of reading", "elements of reading ability" and so on at home and abroad, and clarifies the advantages and problems of various viewpoints. It is established that this topic will focus on different reading purposes, based on the interaction between reading "interpretation" and "reading process". To establish an evaluation framework of reading ability of primary school students who can express explicit behavior. By analyzing the evaluation system of three kinds of large scale reading ability evaluation tests abroad (International Association for Evaluation of Educational Achievement, IEAA), the Research on the Progress of International Reading Literacy. PIRLS, "International Student Assessment Project" by the Organization for Economic Cooperation and Development (OECD), National Assessment of Educational Progress in the United States (NAEPN), two theories, namely, the Bloom Classification system for Educational objectives and the SOLO Classification system for Learning results, are in the process of establishing reading ability. The role of the force index system, In order to reflect the students' reading level, we will use the SOLO learning result classification system to set the test questions. The second chapter constructs the evaluation index system of primary school students' reading ability, which consists of two dimensions: test situation and test ability, according to the students' reading needs in real life. The test situations were divided into three categories: "reading for literary experience," "reading for information," "reading in order to complete the task," according to the existing research results on the ability to read. The test ability is divided into four types: "whole perception", "extract information", "form explanation", "use text information to make evaluation". Class system to design the framework of test papers, SOLO learning results classification system is used to design specific test topics. The third chapter carries on the actual examination to the primary school student reading ability appraisal index system and the appraisal method, through three
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G623.2

【引證文獻】

相關碩士學位論文 前7條

1 王亞茹;完形填空作為小學語文閱讀測試題型的可行性研究[D];華東師范大學;2011年

2 馬小發(fā);四川省涼山州彝區(qū)高中階段彝族學生漢語文閱讀能力調查研究[D];四川師范大學;2011年

3 楊永良;高中生圓錐曲線認知水平發(fā)展研究[D];首都師范大學;2008年

4 王文卓;一個小學生課外閱讀實踐的行動研究[D];西北師范大學;2008年

5 張期夢;涼山州義務教育階段學生漢語閱讀能力現(xiàn)狀調查研究[D];四川師范大學;2010年

6 王玉柱;成都市龍泉區(qū)“金鳳凰”學校（經(jīng)開區(qū)實驗中學）學生閱讀能力調查研究[D];四川師范大學;2010年

7 職雪雯;從PIRLS項目看閱讀素養(yǎng)的測評與培養(yǎng)[D];上海師范大學;2012年

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