【作者】 王延霞；

【导师】 么加利；

【作者基本信息】 西南大学 ， 教育学原理， 2008， 硕士

【副题名】以贵州省丹寨县为例

【摘要】 西南民族地区校本课程的实施效果主要由学生的学业来体现。通过学业评价,可以诊断学生掌握知识的情况,反馈学生学习的真实情况,引导学生学习的努力方向,激励学生主动学习,实现让更多的民族学生对自己的成长有多元的选择;亦可以发现校本课程的成功与不足之处,寻找原因,提出解决问题的对策,不断提高校本课程自身的合理性、准确性和有效性,实现对课程的调节与控制,使学校教育成为民族非物质文化遗产传承保护的重要载体,逐步改变长期以来学校教育脱离少数民族多元文化背景和脱离民族学生生活实际的状况。本研究以西南民族地区校本课程的学业评价为着眼点。首先,阐述了研究背景、研究意义、研究方法、创新点,并进行文献综述及对相关概念作了界定。其次,基于对调查地区贵州省丹寨县的认识,选取了西南民族地区校本课程的典型代表——锦鸡芦笙舞和蜡染,并在已经实施课程的几所学校进行了深入调查,了解学业评价的现状。再次,经过对现状的分析,发现现行的学业评价主要存在评价意识淡薄、评价目的偏向功利化、教师是唯一的评价主体、评价内容和方法单一、重结果轻过程等弊端,并运用教育学的有关理论分析了产生这些弊端的原因,原因主要是学业评价功能认识的错位、校本课程知识性质理解的偏差、学生主体地位的忽视、学生发展内涵认识的片面、对人的评价完全等同于对物的评价、定量评价方法的局限性。最后,提出了改革学业评价的建议,主要有树立新的评价观、构建评价共同体、倡导评价内容多元化、形成性评价和终结性评价相结合、加快教师专业化的进程。更多还原

【Abstract】 The implementation effect of school-based curriculum in the southwest ethnic areas mainly manifests by student’s achievement. Through achievement assessment, it can acquire the students knowledge of the situation, feedback students to learn the true situation, guide the direction of the efforts of students, encourage active learning, allow more minority students to have multiple choices for their growth; also can find that school-based curriculum’s success and weakness, find reasons, propose solutions to this problem, constantly improve their own school-based curriculum’s reasonableness, accuracy and validity, realize regulation and control to the courses, to make school education become an important carrier of memory of national non-material cultural heritage protection, gradually change the long-school education from the minority multi-cultural background and national student life from the actual situation.The focus of this study is the achievement assessment of school-based curriculum in the southwest ethnic areas. First of all, this study introduces the research background, significance, research methods, innovation, and relates literature review and defines concepts. Secondly, based on the investigation of the county DANZHAI which in Guizhou province, the study selects typical representative of a school-based curriculum which in the southwest ethnic areas - Caragana Lusheng dance and Batik, and makes an in-depth investigation in several schools which have been implemented the curriculum to understand the status of achievement assessment. Thirdly, after the analysis of the current situation, the study finds that the existing defects mainly consist of weak awareness of the existence evaluation, the evaluation preference utilitarian purposes, the evaluation of teachers is the only subject, content and methods of evaluation of a single, attaching importance to results but making light of course. Then analyses the causes of these ills in use of the theory of pedagogy, this is mainly due to academic understanding of the functional evaluation of dislocation, school-based curriculum knowledge to understand the nature of the deviation, ignoring the status of the main students, understanding of the connotation of one-sided about the students’ development, on the evaluation of exactly the same in the evaluation of, quantitative evaluation’s limitations. Finally, the study suggest how to reform the achievement assessment, such as establishing a new concept evaluation, constructing the community evaluation, promoting diversification of content evaluation, the integration of formative evaluation and conclusive evaluation, speeding up the process of professionalization of teachers.更多还原