形成性评价对高一学生化学学习成绩的影响

发布时间：2018-06-16 17:10

本文选题：形成性评价 + 高一化学　；参考：《湖南师范大学》2015年硕士论文

【摘要】：形成性评价虽然很早就在国外被许多学者熟知和认可,但在我国被推广的时间并不是很长,延伸的宽度和广度也并不理想,传统的终结性评价仍然占主导地位。本研究在分析形成性评价的内涵和研究现状的基础上,探讨了在高一化学教学中应用形成性评价后学生学习成绩提高的效果。本实验以广西玉林市育才中学1401班和1402班学生为研究对象,采用前、后测的实验模式,在实验组1401班的化学教学中有意识地实施形成性评价,其方式主要有课堂观察、访谈、自评、组评和师生互评,旨在及时反馈课堂信息,师生均能及时调整自己的状态和计划,达到教学相长的目的。本研究时长为16周,实验数据采用spss20进行统计与分析。经研究发现:(1)对高一学生进行形成性评价,能有效提高学生化学学习成绩。(2)对不同基础的高一学生进行形成性评价,其化学学习成绩提高的幅度显著存在差异,且学困生的成绩提高幅度明显优于中等生,中等生的成绩提高幅度明显高于学优生。(3)对不同性别的高一学生进行形成性评价,其化学学习成绩提高的幅度不存在显著差异。综上所述,在中学化学教学中有意识地运用形成性评价能提高学生的化学学习成绩,因此,对中学生进行形成性评价是非常必要的。
[Abstract]:Formative evaluation has long been known and recognized by many scholars abroad, but it has not been extended for a long time in our country, and the width and breadth of extension is not ideal, and traditional summative evaluation still dominates. On the basis of analyzing the connotation and current situation of formative evaluation, this study discusses the effect of applying formative evaluation in senior high school chemistry teaching to improve students' academic performance. Taking the students of Class 1401 and Class 1402 of Yucai Middle School in Yulin City, Guangxi as the research objects, this experiment adopts the experimental model of pre-test and post-test, and consciously implements formative evaluation in the chemistry teaching of class 1401 of the experimental group. The main methods are classroom observation and interview. Self-evaluation, group evaluation and teacher-student evaluation aim at timely feedback of classroom information, and teachers and students can adjust their own state and plan in time to achieve the purpose of teaching mutually. This study lasted for 16 weeks. The experimental data were analyzed by spss20. It is found that the formative evaluation of Senior one students can effectively improve the students' chemistry learning achievement. (2) the formative evaluation of the students with different foundations is carried out, and there are significant differences in the extent of the improvement of their chemistry learning results. And the improvement range of the students with learning difficulties was obviously better than that of the middle students, and the improvement range of the secondary students was obviously higher than that of the excellent students of high school. 3) formative evaluation was carried out on the students of different genders, but there was no significant difference in the improvement range of their chemistry learning achievements. To sum up, the use of formative evaluation in chemistry teaching in middle school can improve students' chemistry learning achievement. Therefore, it is very necessary to make formative evaluation of middle school students.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【相似文献】