【作者】 杨雪；

【导师】 杨小微；

【作者基本信息】 华东师范大学 ， 教育学原理， 2009， 硕士

【摘要】 课堂教学过程中教师评价的目的在于改进教学,从而促进学生和教师的成长。将对话理论引入教学已不再是新的话题,但是将对话引入贯穿于课堂教学的评价,目前还是少数。本文的论述核心在于通过“我—你”对话精神的引入,使课堂教学中的教师的评与教走向融合,形成促进学生和教师成长的共同体,而不是截然的分离对立。现实的课堂教学中,评与教浑然不可分,基于对话精神的课堂评价是更好实现教学与评价一体化的评价方式。对话式的课堂评价建立在师生双方共同建构的基础上,通过师生、生生等多个主体进行评价,在“我—你”对话关系的形成中,在课堂交流实践的基础上,实现教学过程中的评与教,指向师生生命的共同成长。从教学评价发展的历程来看,对话与评价有不解之缘。如果从时间维度划分,教学评价历经四个基本阶段,体现了从“独白”到“对话”的评价内涵的发展;从教学评价的功能角度划分,在课堂教学实践过程中,形成性评价较之诊断性评价和终结性评价得到更多运用和体现,本文的论述也主要是围绕形成性评价展开,在形成性评价所提倡的“协商和共同建构”的基础上,将马丁·布伯的对话理论赋予教育学的立场,从教育的内涵发展其对话理论,贯之以对话的精神和对话的方式,在课堂教学中,师生进入一种“对话”情境,由此,对话的双方成为一种平等的“我—你”关系。在这种“我—你”关系中,教师向学生“敞开”自己的精神世界,真诚地与学生交往,给他以帮助,并且指导他理解生活、理解世界,并站在学生的角度去理解学生的情感、态度和意向。学生也向教师开放整个身心,自由地表达自己对现实生活世界的理解和情感,以自己独特的经验丰富教师的精神世界。总之,课堂中的教学交往成为一种精神、智慧、意义的共享。本文所论述的对话式的评价,在教学实践中并不鲜见。在参与“新基础教育”的听课调研实践中,本人所见到的课堂教学已经能清晰地看到对话精神的显现。本文第四部分进行课堂实录评析目的是通过实例的分析,完整地呈现基于对话精神的课堂评价的过程、特征及实践状态。更多还原

【Abstract】 Classroom evaluation aims to promote improvements in teaching, so as to promote the growth of students and teachers. Introduction of dialogue theory is no longer a new topic. However, the introduction of the dialogue through the evaluation of classroom teaching is still a minority. This paper is Cored on which the introduction of the spirit of dialogue through the "I-you", so that evaluation and teaching towards integration in classroom, the formation of students and teachers to promote the growth of the community, rather than diametrically opposing separation. Evaluation and teaching can not be separated totally in the reality of the classroom, classroom evaluation based on nature of dialogue will be achieved a better integration of teaching and evaluation methods. Classroom evaluation based on nature of dialogue built on the basis of co-construction of teachers and students, through a variety of evaluation methods, such as formation of dialogue "I-you", exchange of practice in the classroom, pointed to the growth of teachers and students of life.From the course of the development point of view, dialogue and evaluation are of bond. By the dimension of time, teaching evaluation has four basic stages, reflecting the connotation of the development of evaluation from the "monologue" to "dialogue". From the perspective of function of teaching evaluation, there are formative evaluation, summative evaluation and diagnostic evaluation. In the classroom process, formative evaluation and diagnostic evaluation have been the increasing use and reflected than summative evaluation has. On the basis of promotion of the "consultation and co-construct", given the position of education to the Martin Buber’s dialogue theory, from the educational content of the development of his theory of dialogue, teachers and students will enter "dialogue" atmosphere in the classroom. Both sides of the dialogue remain in an equal "I-you" relationship. On the one hand, teachers open themselves to students and keep an honest communication with them, not only trying to interpret students’ feeling, attitude and intention, but also helping to better their understanding of the life and the world. On the other hand, students also open themselves completely to teachers by showing their understanding and feeling of the real world, consequently enriching teachers’ spiritual world. In this case, the communication in class comes to be a process of mutual sharing of each other’s spirituality, wisdom and meaning.Overall, this dissertation discusses the evaluation of dialogue-based in teaching practice is not uncommon. Participating in the "new basic education" classes, classroom teaching has been able to clearly see the emerging nature of dialogue. There is a true example of classroom instruction, as advocated by this dissertation to support my views more effective.更多还原