Проблема оцінювання навчальних досягнень першокласників у педагогічній теорії та практиці
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Дата
2015
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У статті здійснено ґрунтовний аналіз проблеми оцінювання навчальних досягнень молодших школярів у педагогічній теорії та практиці й проаналізовано особливості оцінювання знань, умінь і навичок першокласників у сучасній початковій школі. Основний акцент робиться на виявленні психолого-педагогічних підходів до процесу оцінювання навчальних досягнень молодших школярів, а саме з’ясовано нетрадиційні прийоми оцінювання, які доцільно використовувати вчителям у роботі з учнями першого класу, що вимагає від педагога добору різноманітних форм, засобів і методів оцінки навчальної діяльності молодших школярів.
The author has outlined the positions that aim to develop the problem of assessment of educational activity of the junior pupils. They help to identify the new trends in teaching science and the issues related to the assessment of knowledge and skills of the first-graders clarifying their relationship with the global trends. The aim of the article is to make a thorough analysis of the problem of assessment of educational achievements of the junior pupils in pedagogical theory and practice and to define the characteristics of assessment of knowledge and skills of the first-graders in modern primary school. To achieve the goal the following theoretical methods are used by the author: the study of psycho-pedagogical and educational literature, analysis, synthesis, systematization and classification of materials and documents on the investigated problem in order to determine the theoretical bases of assessment of educational activity of the junior pupils; theoretical understanding and synthesis of the perspective of pedagogical experience of the teachers and practitioners to identify the characteristics of assessment of academic achievements of the first-graders; the empirical methods – a survey of primary school teachers and observation of the lessons, which made it possible to learn the basic techniques that should be used by the teachers working with the first-graders. The practical significance of the study is that the material presented in the article may be used in the preparation of the training programs and manuals on teaching disciplines in the pedagogical universities and institutions of different levels of accreditation and in the institutions of postgraduate education. Thus, the study experience and theoretical analysis of the assessment of educational activities of primary schools indicates that assessment, though it is assigned on the basis of certain criteria always has a subjective character, that is why various forms, tools and assessment methods should be used by the teachers of the primary school. Further study and thorough development deserve the issue of methodological support assessment of educational activity of the junior pupils on specific subjects, especially those that have activity character (labor training, fine arts, computer science and physical education).
The author has outlined the positions that aim to develop the problem of assessment of educational activity of the junior pupils. They help to identify the new trends in teaching science and the issues related to the assessment of knowledge and skills of the first-graders clarifying their relationship with the global trends. The aim of the article is to make a thorough analysis of the problem of assessment of educational achievements of the junior pupils in pedagogical theory and practice and to define the characteristics of assessment of knowledge and skills of the first-graders in modern primary school. To achieve the goal the following theoretical methods are used by the author: the study of psycho-pedagogical and educational literature, analysis, synthesis, systematization and classification of materials and documents on the investigated problem in order to determine the theoretical bases of assessment of educational activity of the junior pupils; theoretical understanding and synthesis of the perspective of pedagogical experience of the teachers and practitioners to identify the characteristics of assessment of academic achievements of the first-graders; the empirical methods – a survey of primary school teachers and observation of the lessons, which made it possible to learn the basic techniques that should be used by the teachers working with the first-graders. The practical significance of the study is that the material presented in the article may be used in the preparation of the training programs and manuals on teaching disciplines in the pedagogical universities and institutions of different levels of accreditation and in the institutions of postgraduate education. Thus, the study experience and theoretical analysis of the assessment of educational activities of primary schools indicates that assessment, though it is assigned on the basis of certain criteria always has a subjective character, that is why various forms, tools and assessment methods should be used by the teachers of the primary school. Further study and thorough development deserve the issue of methodological support assessment of educational activity of the junior pupils on specific subjects, especially those that have activity character (labor training, fine arts, computer science and physical education).
Опис
Ключові слова
оцінка, оцінювання, оцінні судження, види оцінки, функції оцінки, прийоми оцінювання, mark, assessment, assessment judgments, types of assessment, functions of assessment, methods of assessment
Бібліографічний опис
Предик, А. А. Проблема оцінювання навчальних досягнень першокласників у педагогічній теорії та практиці [Текст] / А. А. Предик // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 2 (46). – С. 256–265.