摘要
本文以促进学习的课堂评价视角来考察小学生作业的功用以及教师的认识与运用状况,进而揭示此种状况发生的原由和小学生作业功能的实际指向。从促进学习的课堂评价为依据出发,作业的形成性功能具体表现在:设计作业时,以教学目标为坐标自编;反馈作业:应用描述性反馈。第二部分重点采用个案分析的方法对该小学语文和数学学科的课堂作业或家庭作业进行现状分析,本个案研究主要是通过教师的行为和学生的反应来分析。最后从内外两个方面来分析揭示小学教师误读作业功能的若干原因,内部由于教师的评价素养低下(我们已有调查),外部是受作业制度与凯洛夫教育学的作业观影响。
Job function refers specifically to locate homework in the classroom： a way to evaluate or type,for student learning,should play what role and role.The study of the job functions to promote the formation of learning function.According to the District of Ningbo city in the two primary school in mathematics and language discipline teachers teaching and students＇ homework text analysis,found that most of the teachers there to exercise function misreading of the situation,including： in the aspects of design,teachers design no self,deviation from the target,with tutoring books go,lead operation function identification,consolidate more than form;in the operation of the feedback,teacher feedback weight judgment of light is described,follow your heart,no combination of learning and students＇specific psychological needs.Based on the current situation,the author mainly based on the theoretical analysis,the primary school teachers＇reflection misreading operation function of the main reasons are： Teachers＇perceptions of the impact（herd behavior seriously）,teaching events,social principal and the parents and teachers evaluation method of pressure.
出处
《青海师范大学学报（哲学社会科学版）》
2013年第3期147-151,共5页
Journal of Qinghai Normal University(Philosophy and Social Sciences Edition)
关键词
作业
功能
促进学习的评价
homework
function
assessment for learning
