2009-2014年天津市高考生物试题与课程标准一致性的分析

发布时间：2018-01-06 07:30

本文关键词：2009-2014年天津市高考生物试题与课程标准一致性的分析　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课程标准是教学的指导性文件,是教学评价编制试题的重要依据,亦是评价高考试题的重要依据。因此研究高考试题与课程标准的一致性,能直观地反应高考试题是否能体现其良好的选拔功能。本研究以2009年-2014年天津市的高考试题和新课改后的指导性文件课程标准为研究对象,以SEC一致性分析模式为研究方法,分别对六套高考试题和课程标准从知识内容和认知水平两个维度进行科学地编码,并进行标准化处理后,利用一致性公式计算出二者的一致性系数。从“知识内容”、“认知水平”、“整体水平”三个方面比较了六套试题与课程标准的一致性；分别从七个知识内容方面和三个认知水平方面,分别比较了六套试题的考查与课程标准的规定之间的差异情况。结果表明,这六套高考试题在“知识内容”和“认知水平”上与课程标准一致性良好；但在“整体水平”上并不具有统计学意义上的一致性。说明这六套试题在“知识内容”和“认知水平”两个方面都很好的与课程标准相吻合,但整体在统计学意义上并不能很好的体现课程标准的要求,亦不能很好的体现其选拔功能。
[Abstract]:Curriculum standard is a guiding document for teaching, an important basis for the compilation of test questions for teaching evaluation, and an important basis for evaluation of college entrance examination questions. Therefore, the consistency between the examination questions and the curriculum standards is studied. Can directly reflect whether the college entrance examination questions can reflect its good selection function. This study takes Tianjin college entrance examination examination questions and the curriculum standard of the guidance document after the new curriculum reform as the research object from 2009 to 2014. With the SEC consistency analysis model as the research method, six sets of college entrance examination questions and curriculum standards are scientifically coded from the two dimensions of knowledge content and cognitive level, and standardized processing. The consistency coefficient is calculated by using the consistency formula. The consistency between the six sets of test questions and the curriculum standard is compared from the three aspects of "knowledge content", "cognitive level" and "overall level". From seven aspects of knowledge content and three cognitive levels, this paper compares the differences between the examination of six sets of test questions and the provisions of curriculum standards. The results show that. These six sets of college entrance examination questions are in good agreement with the curriculum standards in terms of "knowledge content" and "cognitive level"; However, there is no statistical consistency in the "overall level". It shows that the six sets of test questions in the "knowledge content" and "cognitive level" are in good agreement with the curriculum standards. However, the overall statistical significance can not reflect the requirements of curriculum standards, nor can it reflect the selection function.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

【相似文献】