【作者】 张欣；

【导师】 唐宗清；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2002， 硕士

【摘要】 研究性学习是顺应世界基础教育课程改革的大潮而出现的一种新的课程形态，对于培养学生的创新精神具有重大的意义。但对研究性学习如何进行评价，一直是困扰基层教育工作者的难题，一些学校开发出的评价方案，未能体现研究性学习的目标要求，致使研究性学习出现了一些误区，评价成为了研究性学习实施的“瓶颈”。课程专家和学者们也都不得不承认研究性学习评价实践的艰难。 本文通过对一些普通高中实施研究性学习评价现状的研究，勾画出研究性学习评价的整体“轮廓”，并提出了具体的评价方案。 全文包括引言和正文六个部分：引言简要说明了研究性学习课程是国际课程改革的共同趋势，也是我国实施素质教育的必然选择。正文第一部分通过分析研究性学习的内涵和特点，阐明了对研究性学习评价进行研究的背景和意义，界定了“研究性学习评价”的内涵，为后面的研究提供了铺垫。第二部分分析了普通高中实施研究性学习评价的四个主要问题和影响研究性学习评价的主要因素，并以本人的理解评述了对研究性学习评价的四点基本认识。论文第三部分阐释了本人对研究性学习评价观和评价原则的理解，结合实例论述了研究性学习评价的价值取向和六项评价原则。第四部分论述了本人提出的七项研究性学习评价策略。第五部分则在前面分析、解释、论述的基础上，从学生、教师、课程本身、学校四个不同评价对象的角度出发，提出了本人对研究性学习评价方案的研究和设计成果。更多还原

【Abstract】 The research learning curriculum is a new curricular form which conforms to the tide of curricular reform of primary education in the world . It is very significant for educating students" creative mind . But how to evaluate it is a difficult problem troubling grass-roots teachers . Its evaluative plans drawn up by some schools cannot embody its objects so that it is mistaken to some extent . Evalution is a key question when research learning are implemented . Experts and scholars on curriculum have to admit it is difficult to evaluate research learning curriculum in practive.The thesis draws an outline of evaluation for research learning by researching present situation in senior high schools and puts forward specific evaluative plans.The thesis has six parts , including introduction and text . The introduction briefly shows that research learning curriculum is a common tendency of reform of international curricula and is also a necessary choice of implementing quality education in our country . Part One in text clarifies the background and meanings of studying evaluation for research learning and give a defination to evaluation for research learning by analysing connotation and characteristics of research learning , which pave the way for next research . Part Two analyses the four main problems and main factors affecting evaluation for research learning when senior high schools implement evaluation for research learning and commentates four basic knowledgement on evaluation for research learning . Part Three expounds my understandings on the views and principles of evaluation for research learning and also discourses upon the orientation of valuation and six principles of evaluation for research learning combined with examples . Part Four expounds seven stragies of evaluation for research learning in my opinion . Part Five expounds my outcome in researching and designing the plans of evaluation for research learning from the angles of student , teacher , curriculum and school .更多还原