基于课程标准的高考化学试题一致性研究

发布时间：2018-03-14 17:36

本文选题：高考化学试题　切入点：课程标准　出处：《西北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：甘肃省于2010年全面进入普通高中新课程改革,2013年第一次参加新课程改革下的新高考,新高考怎么考?课程标准与高考化学试题的一致性如何?这些问题困扰着高中化学教师。鉴于此,笔者利用韦伯一致性分析模式,对2013年、2014年全国新课标理综卷(甘肃等地区使用)高考化学试题从知识与技能、过程与方法、情感态度与价值观三个维度进行分析研究,了解高考化学试题与课程标准之间的一致性。研究结果表明:第一,2013年全国新课标理综卷高考化学试题在知识与技能维度方面的“化学1”、“化学反应原理”两个模块的试题与课程标准达到了一致,其他模块都不一致;过程与方法维度方面的试题与课程标准之间达到了一致;情感态度与价值观维度方面,只有“化学知识的应用价值”领域的试题与课程标准之间达到了一致,其他领域与课程标准之间不一致。第二,2014年的全国新课标理综卷高考化学试题从知识与技能维度分析,知识广度与课程标准不一致,知识种类、知识深度、知识分布平衡度与课程标准达到了一致;过程与方法维度方面的试题与课程标准之间达到了一致;情感态度与价值观维度方面,“化学知识的应用价值”、“可持续发展的意识”、“科学的观念、态度与价值观”领域的试题与课程标准之间达到了一致,其他领域与课程标准之间不一致。第三,2013年和2014年全国新课标理综卷高考化学试题与课程标准的一致性对比分析表明:①从知识与技能维度分析,近两年高考化学试题在知识广度上与课程标准一致性偏差很大。试题中涉及的六个模块“化学1”模块的试题与课程标准勉强达到了广度一致性可接受水平,其他模块都未达到广度一致性可接受水平;近两年试题中“化学与技术”模块的试题都未达到种类一致性可接受水平。②从过程与方法维度分析,近两年的高考化学试题与课程标准一致性较高。在种类、广度、平衡性等方面都达到了一致性可接受水平。③从情感态度与价值观维度分析,近两年高考化学试题在“化学知识的应用价值”领域的试题与课程标准的匹配度较高,其他领域与课程准都存在偏差,但由2013年和2014年的比较分析可以得到,其他领域的试题与课程标准之间的偏差正在缩小。最后,笔者根据对近两年全国新课标理综卷高考化学试题与课程标准一致性研究结论,提出了关于高考化学试题命制的三点建议:(1)增加各个考查模块的内容标准的考查数目;(2)适当增加“化学与技术”模块测验题目数;(3)继续注意情感态度与价值观各个内容领域中具体目标考查的均衡分布。
[Abstract]:Gansu Province in 2010 into the general high school curriculum reform, 2013, the first time to participate in the new college entrance examination under the new curriculum reform, the new college entrance examination how to test? What is the consistency between the curriculum standard and the chemistry test of the college entrance examination? In view of these problems, the author uses Weber's consistency analysis model to analyze the chemistry examination questions of the college entrance examination from knowledge and skill, process and method in 2013 and 2014, which are used in the whole country new curriculum standard comprehensive volume (Gansu and other areas). Three dimensions of emotional attitude and values were analyzed and studied. To understand the consistency between the chemistry examination questions and the curriculum standard of the college entrance examination. The results show that: first, in 2013, the chemistry 1 and the chemical reaction principle of the chemistry examination questions in the knowledge and skill dimensions of the new curriculum standard of the whole country. The test questions in the block are in line with the curriculum standards. The other modules are inconsistent; the process and method dimensions are consistent with the curriculum standards; the emotional attitudes and values dimensions, Only in the field of "Applied value of Chemical knowledge" has reached agreement with the curriculum standard, and other fields are inconsistent with the curriculum standard. Second, the chemistry test of the National New Curriculum Standardization in 2014 is analyzed from the dimension of knowledge and skill. Knowledge breadth is inconsistent with curriculum standard, knowledge type, knowledge depth, knowledge distribution balance degree and curriculum standard are consistent, process and method dimensions are consistent with curriculum standard. In terms of the dimensions of emotional attitude and values, the application value of chemical knowledge, the consciousness of sustainable development, the scientific concepts, attitudes and values are consistent with the curriculum standards. Third, on 2013 and 2014, a comparative analysis of the consistency between the chemistry test and the curriculum standard of the National New Curriculum Standardization College entrance examination showed that: 1 analyzed from the dimension of knowledge and skill. In the past two years, the college entrance examination chemistry examination questions have deviated greatly from the curriculum standards in terms of knowledge breadth. The test questions and curriculum standards of the six modules "chemistry 1" involved in the examination questions have barely reached the acceptable level of breadth consistency. None of the other modules had reached the acceptable level of breadth consistency, and none of the "chemistry and technology" modules in the last two years had reached the acceptable level of category consistency. The chemistry test of college entrance examination in the last two years is consistent with the curriculum standard. 3. 3. 3. 3. Analysis of emotion, attitude and value from the dimensions of emotion, attitude and values, in terms of category, breadth, balance, and so on. In the past two years, the college entrance examination chemistry test has a high matching degree with the curriculum standard in the field of "applied value of chemical knowledge", and other fields are all deviated from the curriculum, but from the comparative analysis of 2013 and 2014, it can be obtained. The deviation between test questions and curriculum standards in other fields is narrowing. Finally, according to the conclusion of the research on the consistency between the chemistry examination questions and curriculum standards of the new curriculum standard in the last two years, This paper puts forward three suggestions on the order system of chemistry examination questions in college entrance examination: 1. 1) increase the number of contents and standards of each examination module. (2) add "chemistry and technology" module test questions appropriately. 3) continue to pay attention to emotional attitudes and values. The balanced distribution of specific targets in each content area.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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