初中数学学业水平考试与课程标准的一致性研究
发布时间：2018-09-01 06:08
【摘要】：上世纪90年代以来,世界各国普遍推行基于标准的课程改革,在基于标准的课程体系中,课程标准集中体现了教育改革的理念,是衡量教育质量的准绳,也是教育评价的参照对象。然而,一旦评价与课程标准不一致,便会成为教育改革的瓶颈,阻碍课程改革理念的实现。在此背景下研究学业评价与课程标准的一致性日益成为教育研究领域的热门话题。伴随着我国教育改革的不断推进,保证学业评价与课程标准相一致的重要性已经得到我国学者的普遍承认。但是在我国关于如何测量学业评价与课程标准之间的一致性研究相对较少,分散到各个学科各个学段的相关研究更是凤毛麟角。初中学业水平考试,是义务教育阶段的终结性考试,其考试成绩是学生能否合格毕业、高中招生的主要参照。研究初中数学学业水平考试与课程标准之间的一致性有重要的理论意义和实践价值。本研究借鉴Sec一致性研究模式构建我国初中学段数学学业评价与课程标准研究框架。研究过程重点解决三方面的问题:(1)如何在已有理论基础上构建初中学业水平考试与课程标准一致性研究框架(2)如何对课程标准和试卷进行编码(3)如何进行数据分析。围绕这些问题论文分为六个部分。第一部分,阐述一致性研究的国内外背景,确立研究问题、研究目的及其研究的可行性;第二部分,对论文中的相关词与概念进行界定,并具体介绍了国内外关于一致性的相关理论和实践的研究,确定本研究理论基础;第三部分,以初中数学学业水平考试和对应课程标准为研究对象,结合Sec分析模式和我国的实际情况制定课程标准和试卷编码原则,并按照编码原则对试卷课程标准进行编码。第四部分,按照Sec一致性P值计算公式分别得到各试卷的一致性P值,初步得到各年试卷与课程标准要求均不一致的结论,并从不同维度、运用不同图表进行数据分析;第五部分,结合论文研究过程和相关文献分析不一致产生的原因:(1)课程标准制定的科学性欠缺。(2)教师总体评价素养低下,选拔命题人员缺乏统一标准。(3)地域差异造成命题水平差异、试卷功能差异(4)一致性研究滞后;第六部分,笔者重新审视论文,分析论文的创新和存在的不足。
[Abstract]:Since the 1990s, standards-based curriculum reform has been widely implemented all over the world. In the standards-based curriculum system, curriculum standards embody the concept of education reform, are the criterion to measure the quality of education, and are also the reference object of education evaluation. In this context, the study of the consistency of academic evaluation and curriculum standards has become a hot topic in the field of education research. With the continuous promotion of education reform in China, the importance of ensuring the consistency of academic evaluation and curriculum standards has been widely recognized by Chinese scholars. The research on how to measure the consistency between academic evaluation and curriculum standards is relatively few, and the related research scattered to each academic section is even rarer. The consistency between academic proficiency test and curriculum standards is of great theoretical and practical value. This study uses Sec consistency model for reference to construct a research framework for junior middle school mathematics academic evaluation and curriculum standards in China. Research framework of consistency between proficiency test and curriculum standards (2) How to code curriculum standards and test papers (3) How to analyze data. Papers around these issues are divided into six parts. The Related words and concepts are defined, and the domestic and foreign research on the theory and practice of consistency is introduced concretely to determine the theoretical basis of this study; the third part, taking the junior high school mathematics academic level examination and the corresponding curriculum standards as the research object, combines the Sec analysis model and the actual situation of our country to formulate the curriculum standards and test paper coding. The fourth part, according to the formula of Sec consistency P value, obtains the consistency P value of each test paper, and gets the conclusion that each year's test paper is not consistent with the requirements of the curriculum standard, and uses different charts to analyze the data from different dimensions; the fifth part, combined with the paper research. The reasons for the inconsistency of the research process and related literature analysis are as follows: (1) the lack of scientificity in the formulation of curriculum standards. (2) the low quality of teachers'overall evaluation and the lack of uniform criteria for selecting propositional personnel. (3) the regional differences lead to the differences in propositional level, and the differences in test paper function. (4) the lag of consistency research; and (6) the author re-examines the papers and analyzes the papers. Innovation and deficiency.
【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】：G633.6
本文编号：2216345
[Abstract]:Since the 1990s, standards-based curriculum reform has been widely implemented all over the world. In the standards-based curriculum system, curriculum standards embody the concept of education reform, are the criterion to measure the quality of education, and are also the reference object of education evaluation. In this context, the study of the consistency of academic evaluation and curriculum standards has become a hot topic in the field of education research. With the continuous promotion of education reform in China, the importance of ensuring the consistency of academic evaluation and curriculum standards has been widely recognized by Chinese scholars. The research on how to measure the consistency between academic evaluation and curriculum standards is relatively few, and the related research scattered to each academic section is even rarer. The consistency between academic proficiency test and curriculum standards is of great theoretical and practical value. This study uses Sec consistency model for reference to construct a research framework for junior middle school mathematics academic evaluation and curriculum standards in China. Research framework of consistency between proficiency test and curriculum standards (2) How to code curriculum standards and test papers (3) How to analyze data. Papers around these issues are divided into six parts. The Related words and concepts are defined, and the domestic and foreign research on the theory and practice of consistency is introduced concretely to determine the theoretical basis of this study; the third part, taking the junior high school mathematics academic level examination and the corresponding curriculum standards as the research object, combines the Sec analysis model and the actual situation of our country to formulate the curriculum standards and test paper coding. The fourth part, according to the formula of Sec consistency P value, obtains the consistency P value of each test paper, and gets the conclusion that each year's test paper is not consistent with the requirements of the curriculum standard, and uses different charts to analyze the data from different dimensions; the fifth part, combined with the paper research. The reasons for the inconsistency of the research process and related literature analysis are as follows: (1) the lack of scientificity in the formulation of curriculum standards. (2) the low quality of teachers'overall evaluation and the lack of uniform criteria for selecting propositional personnel. (3) the regional differences lead to the differences in propositional level, and the differences in test paper function. (4) the lag of consistency research; and (6) the author re-examines the papers and analyzes the papers. Innovation and deficiency.
【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】：G633.6
【参考文献】
相关期刊论文 前1条
1 刘学智;马云鹏;;美国“SEC”一致性分析范式的诠释与启示——基础教育中评价与课程标准一致性的视角[J];比较教育研究;2007年05期
，本文编号：2216345
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