表现性评价在高中生物教学中的应用研究

发布时间：2018-05-30 11:14

本文选题：表现性评价 + 普通高中　；参考：《陕西师范大学》2015年硕士论文

【摘要】：课程是学校教育的载体,课程评价作为学校教育改革的核心决定着改革的成败。目前我国高中学校采用最多的评价方式是纸笔测验,实践中这种终结性评价评价方式难以促进学生的全面发展,单一采用纸笔测验的评价导致多数学生为了考试而学习,难以体验学习过程中不断进步的乐趣。美国纽约州最早针对传统考试所造成的不良后果通过建立性能标准协会进行表现性评价的实验研究,取得了显著效果,表现性评价逐渐被大家接受,并得到普遍实施。这种评价方式是否适合我国现阶段的学校课生物课堂?这一问题值得探讨。本研究采用文献法、调查法、实验法及访谈法等探究表现性评价在高中生物教学中的应用状况。本研究主要内容包括：一是文献综述,其中包括相关概念的界定和国内外关于表现性评价的研究。二是对表现性评价的理论基础的探寻,详细阐述了建构主义和多元智能理论对表现性评价的启示。三是高中生物教学活动表现性评价设计研究。首先设计出高中生物教学活动表现性评价实施流程,包括确定表现性评价的具体目标、确定表现性评价的任务、表现性评价量表的设计；其次对本研究需要的问卷进行研制,包括问卷的编制和试测；最后分别设计了将表现性评价用于高中生物实验教学课中的四个案例和将表现性评价用于高中生物课堂教学“资料分析”环节的两个案例。四是高中生物教学活动表现性评价的实证研究。通过设置对照班和实验班,采用控制单一变量的方法,在保持其他因素不变的情况下,对实验班的评价采用表现性评价,而对照班则按传统的评价方式进行评价,最终通过问卷、纸笔测试和访谈等方法考察表现性评价在高中生物教学活动中的应用效果。研究结果表明： (1)学生的生物学习兴趣提高； (2)学生的综合能力有所提升； (3)学生的实验操作更加规范； (4)学生的自主、合作、交流意识增强。分析研究结果,得出以下结论： (1)表现性评价在高中生物教学中的应用是可行的； (2)表现性评价使“教”和学“学”的过程得到改善； (3)教师教学更加具有针对性,有助于因材施教； (4)表现性评价对学生多种能力的发展和提高起到促进作用。本研究中,由于笔者个人水平及许多客观因素的限制,研究仍存在一些不足的地方,如实验进行的范围过于小、覆盖面窄,案例选择的范围也仅局限在必修一《分子与细胞》这本书中。本研究相当于仅是对表现性评价在实际教学中的应用在小范围内进行了初步尝试,要想在全国范围内大面积实施表现性评价,需要教育管理部门、学校、教师和学生等多方面的配合和努力才能有较快进展。因此,我的研究也没有终止于此,在后续的教学过程中将继续进行研究。
[Abstract]:Curriculum is the carrier of school education. As the core of school education reform, curriculum evaluation determines the success or failure of the reform. At present, the most popular evaluation method in senior high schools in China is paper and pen test. In practice, this kind of summative evaluation method is difficult to promote the overall development of students. The single use of paper and pen test results in the majority of students learning for the purpose of examination. It is difficult to experience the joy of continuous progress in the learning process. In New York State of the United States, the first experimental study on the performance evaluation of the traditional test was carried out through the establishment of the performance Standards Association, which has achieved remarkable results. The performance evaluation has gradually been accepted by all and has been widely implemented. Is this kind of evaluation method suitable for the present stage of the school biology classroom in our country? This problem is worth discussing. This research adopts the literature method, the investigation method, the experiment method and the interview method to explore the expression appraisal in the high school biology teaching application situation. The main contents of this study are as follows: first, literature review, including the definition of relevant concepts and domestic and foreign research on performance evaluation. The second is to explore the theoretical basis of performance evaluation and elaborate the enlightenment of constructivism and multiple intelligences theory to performance evaluation. The third is the design of performance evaluation of biology teaching activities in senior high school. First, the implementation process of performance evaluation of biological teaching activities in senior high school is designed, including the specific objectives of performance evaluation, the task of performance evaluation and the design of performance evaluation scale; secondly, the research needs of the questionnaire are developed. Finally, four cases of performance evaluation in biology experiment teaching in senior high school and two cases of application of performance evaluation in "data analysis" in biology classroom teaching in senior high school are designed. The fourth is the empirical study on the performance evaluation of biology teaching activities in senior high school. By setting up the control class and the experimental class, using the method of controlling a single variable and keeping other factors unchanged, the experimental class is evaluated by performance evaluation, while the control class is evaluated according to the traditional evaluation method. Finally, the application effect of expressiveness evaluation in biology teaching activities in senior high school was investigated by questionnaire, paper and pen test and interview. The results show that: (1) students' interest in biological learning is improved; (2) students' comprehensive ability is improved; (3) students' experimental operation is more standardized; and (4) students' sense of autonomy, cooperation and communication is enhanced. The conclusions are as follows: 1) the application of expressiveness evaluation in senior high school biology teaching is feasible; 2) performance evaluation can improve the process of teaching and learning; It is helpful to teach students according to their aptitude. 4) performance evaluation can promote the development and improvement of students' various abilities. In this study, due to the limitations of the author's personal level and many objective factors, there are still some deficiencies in the study, such as the scope of the experiment is too small, the coverage is narrow, The scope of case selection is also limited to a required book, molecules and cells. This study is equivalent to a preliminary attempt on the application of performance evaluation in practical teaching in a small scale. In order to implement performance evaluation in a large area across the country, educational management departments and schools are needed. Teachers and students and other aspects of cooperation and efforts to make rapid progress. Therefore, my research also did not end here, will continue to carry on the research in the follow-up teaching process.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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