基于Webb模式的高中物理学业水平考试与课程标准的一致性分析

发布时间：2018-01-01 01:23

本文关键词：基于Webb模式的高中物理学业水平考试与课程标准的一致性分析　出处：《曲阜师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本文用Webb模式分析山东、云南、浙江、江苏、河北、湖南和广东省的高中物理学业水平考试试卷(后文简称“试卷”)与《普通高中物理课程标准》(后文简称“课程标准”)的一致性。各省高中物理学业水平考试内容都是由必修和选修两大部分构成,必修包括物理1和物理2,选修包括选修1-1、选修2-1和选修3-1。本文以课程标准五个模块中的13个二级主题作为分析的内容主题,将课程标准中的学习水平改进得到“了解”“理解”“应用”“实验/探究”4个学习水平,形成13个主题、4个学习水平的分析框架,以此从Webb模式的4个维度分析试卷与课程标准的一致性。研究结果表明,7个省份的试卷在Webb模式的4个评价维度上一致性最好的都是知识分布平衡性,其次是知识深度,再次之的是对知识种类的考查,一致性最差的是知识广度。从试卷覆盖的内容主题看,“经典力学的成就与局限性”这一主题上浙江的两份试卷未进行考查,“电磁技术与社会发展”这一主题上云南(含选修1-1)试卷未进行考查,“家用电器与信息技术”这一主题上山东、云南、江苏、河北和湖南的试卷均未进行考查。在其他主题上所有试卷都进行了考查。表明个别省份忽略了对这3个内容主题的考查。在4个维度上均达到一致性的内容主题包括“运动的描述”“相互作用与运动规律”“抛体运动与圆周运动”“电磁现象与规律”和“家用电器与日常生活”5个主题,说明各省份对这5个内容主题的考查好于其他8个内容主题,但各省份在这5个内容主题上的考查各有侧重。总体来看,学业水平考试考查的范围与课程标准不一致,且在每一主题上的考查集中在少数知识点上,但在考查的知识点上试题数目分布的平衡性较好,且对知识点考查程度的把握符合课程标准。
[Abstract]:This paper uses Webb model to analyze Shandong, Yunnan, Zhejiang, Jiangsu and Hebei. The examination paper of senior high school physics level examination in Hunan and Guangdong Province (hereinafter referred to as "examination paper") and the ordinary senior high school physics curriculum standard (hereinafter referred to as "curriculum standard"); The content of the high school physics level examination in each province is made up of two parts: compulsory and optional. Compulsory courses include physics 1 and physics 2, optional courses include elective courses 1-1, elective 2-1 and elective 3-1.This paper takes 13 secondary topics in the five modules of curriculum standard as the content theme of the analysis. To improve the learning level in the curriculum standard, we can get the four learning levels of "understanding", "understanding", "application", "experiment / inquiry", and form an analytical framework of 13 topics and 4 learning levels. This paper analyzes the consistency between the test paper and the curriculum standard from the four dimensions of the Webb model. In the four evaluation dimensions of Webb model, the best consistency of the examination papers in seven provinces is the balance of knowledge distribution, followed by the depth of knowledge, and the examination of the types of knowledge. The worst consistency is the breadth of knowledge. From the content theme covered by the test paper, "achievements and limitations of Classical Mechanics", two papers in Zhejiang Province were not examined. "electromagnetic technology and social development" on the subject of Yunnan (including elective 1-1) papers were not examined, "Home Appliances and Information Technology" on the theme of Shandong, Yunnan, Jiangsu. The examination papers in Hebei and Hunan were not examined. All the papers were examined on other subjects. It shows that some provinces have neglected to examine the three content themes. Including " The description of motion "interaction and law of motion", "projectile motion and circular motion," "electromagnetic phenomena and laws" and "Home appliances and daily life" five themes. It shows that the examination of the five content themes in each province is better than the other 8 content themes, but each province has its own emphasis on the five content themes. The scope of the examination is inconsistent with the curriculum standard, and the examination on each subject is concentrated on a few knowledge points, but the distribution of the number of test questions is better balanced in the knowledge points. And the degree of knowledge examination in accordance with the curriculum standards.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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