【作者】 王鑫；

【导师】 刘力；

【作者基本信息】 沈阳师范大学 ， 课程与教学论（计算机）， 2021， 硕士

【摘要】 随着基础教育课程改革的深入推进,注重评价的激励、诊断、促进作用的观点正逐渐深入人心,过程性评价越来越受到人们的重视。义务教育阶段的信息技术课程能够帮助学生增强对信息内容的理解与反思,鼓励学生合理地利用信息并树立积极的情感态度和正确的价值观。因此,在初中信息技术课堂教学中开展过程性评价是很有必要的。首先,本文通过文献分析法阐述了过程性评价的研究背景和国内外研究现状,界定了过程性评价的相关概念、理论、原则和内容,为研究的开展提供了理论依据。其次,本文通过问卷调查法了解过程性评价在初中信息技术课堂教学中的应用情况,围绕过程性评价主体、评价内容、评价方法和评价反馈四个维度设计了问卷,并分别进行了预调研和正式调研。利用SPSS22.0对问卷的数据进行分析,确定问卷具有良好的信度和效度。在此基础上,通过访谈调查法进一步了解教师对过程性评价的看法,了解评价应用时存在的问题和原因,从而弥补问卷调查的不足。接着,通过观察初中信息技术教学课例了解过程性评价在应用时借助的平台、开展的方式、实施效果等问题,从而更好地归纳和总结初信息技术过程性评价的应用情况。最后,本文运用比较分析法对北京、广东、江苏等地现行的初中信息技术教材进行整理、分析和比较,确定其具体的教学内容。结合过程性评价的应用情况以及初中信息技术课程教学内容,梳理了初中信息技术过程性评价的内容和方法。之后,分别选取了初中信息技术基本模块和拓展模块中的部分内容进行应用,在分析模块内容、学情、教学目标的基础上,设计了具体的过程性评价方案并实施,通过访谈调查法了解实施效果并对其进行分析。研究结论为:过程性评价在初中信息技术教学中应用时,教师是过程性评价主要的组织者与实施者,能够较为全面地关注过程性评价的内容。过程性评价方法在教学中运用时存在不足,评价的反馈以质性评语为主。本研究丰富了过程性评价在初中信息技术课堂教学中的发展。此外,本研究为教师进行信息技术教学评价提供借鉴方法,并使过程性评价在课堂教学中的应用成为信息技术课程总结性评价的有效补充。更多还原

【Abstract】 With the in-depth advancement of the basic education curriculum reform,the point of view that focuses on the incentive,diagnosis,and promotion effects of assessment is gradually gaining ground,and process assessment is increasingly being valued.Information technology courses in the compulsory education stage can help students enhance their understanding and reflection on information content,encourage students to use information reasonably and establish positive emotional attitudes and correct values.Therefore,it is necessary to carry out process assessment in the classroom teaching of information technology in junior high schools.This research is based on the related theoretical research of process assessment,combined with the application of process assessment in junior high school information technology classroom teaching,and based on the content and characteristics of junior high school information technology teaching,the content and methods of junior high school information technology process assessment are carried out.Detailed analysis and application.First of all,this paper expounds the research background of process assessment and the status quo of domestic and foreign research through literature analysis,defines the related concepts,theories,principles and content of process assessment,and provides a theoretical basis for the development of research.Secondly,this article uses questionnaire survey method to understand the application of process assessment in junior high school information technology classroom teaching.Questionnaires are designed around the four dimensions of process assessment subject,assessment content,assessment method,and assessment feedback.Formal research.Use SPSS22.0 to analyze the data of the questionnaire and confirm that the questionnaire has good reliability and validity.On this basis,the interview survey method is used to further understand teachers’ views on process assessment,and to understand the problems and reasons existing in the application of assessment,so as to make up for the deficiencies of the questionnaire survey.Then,by observing the information technology teaching examples in junior high schools,we can understand the platform,the way of carrying out,the implementation effect and other issues of the process assessment,so as to better summarize and summarize the application of the process assessment of the initial information technology.Finally,this article uses comparative analysis to sort out,analyze and compare the current junior high school information technology textbooks in Beijing,Guangdong,Jiangsu and other places,and determine their specific teaching content.Combining the application of process assessment and the teaching content of junior high school information technology courses,the content and methods of junior high school information technology process assessment are sorted out.After that,I selected part of the content in the basic and extended modules of junior high school information technology for application.Based on the analysis of the module content,academic conditions,and teaching goals,a specific process assessment plan was designed and implemented,and the interview was conducted to understand Implement the effect and analyze it.The conclusion of the study is that when process assessment is applied in junior high school information technology teaching,teachers are the main organizers and implementers of process assessment,and they can pay more attention to the content of process assessment.There are deficiencies in the application of process assessment methods in teaching,and the feedback of assessment is mainly based on qualitative comments.This research enriches the development of process assessment in junior high school information technology classroom teaching.In addition,this research provides a reference method for teachers to evaluate information technology teaching,and makes the application of process assessment in classroom teaching an effective supplement to the summary assessment of information technology courses.更多还原