构筑“4+1”课程评价模式促进学生能力生成——汉语言文学师范生儿童文学理论的技能转化研究  

Constructing “4 + 1” Curriculum Evaluation Model to Promote Students’ Ability Generation:On the Skills Transformation of Children’s Literary Theory for Normal University Students Majoring in Chinese Language and Literature

作　　者：王科 WANG Ke(College of Literature,Changjiang Normal University,Fuling,Chongqing,China 408100)

机构地区：[1]长江师范学院文学院

出　　处：《昆明学院学报》2020年第1期14-17,共4页Journal of Kunming University

基　　金：重庆市高教重点课题“小学全科教师培养实践教学体系建构研究”(CQGJ17030A);重庆市高教课题“融马克思主义文学批评研习于中文专业人才培养体系的探索与实践”(CQGJ1711B)

摘　　要：创新课程评价模式,激发学生主动、积极地参与生动有趣的、目的明确的文学体验活动,以趣味无穷的过程评价方式取代传统的单纯的试卷评定方式是汉语言文学师范生儿童文学理论的技能转化的较为理想的实现路径。其操作方式可通过“4+1”课程评价模式来实现。“讲读”“表演”“编写”“赏析”是学生技能转化的“4”大活动方阵,也是衡量学生能力的“4”大基础检测项目,鼓励社会实践活动则是加分项目“1”。The traditional and single evaluation of test papers is replaced by the interesting modes of process evaluation,which is the relatively ideal way to transform the skills of children s literary theory for the normal university students majoring in Chinese language and literature,including innovating curriculum evaluation modes,stimulating students initiative,taking part in the interesting and clear-purpose literary experiencing activities.The operation mode can be realized with the“4+1”curriculum evaluation modes.That is,“speaking and reading”“performance”“compilation”and“appreciation”are the“4”main parts for students skills transformation and the fundamental testing programs for evaluating their abilities.Furthermore,the“1”is the encouragement for the social practice.

关 键 词：语文教学 儿童文学 课程评价模式 实践技能 技能转化 

分 类 号：G652[文化科学—教育学]