基于学科能力的表现标准研究

发布时间：2018-03-22 01:04

本文选题：表现标准　切入点：学科能力　出处：《华东师范大学》2014年博士论文　论文类型：学位论文

【摘要】：我们正在经历一场史无前例地追求教育质量的运动。在这场运动中,作为学业质量要求的标志——表现标准被世界各国视为监测、保障国家教育质量的关键所在。然而,表现标准在我国缺席已久,严重阻碍基础教育质量监测与保障体系的建立,研制表现标准具有重大的理论价值与现实意义。本研究在我国“追求公平,提高质量”教育改革背景下,运用历史研究法、问卷调查法、案例研究法,具体探讨“我国何以亟需表现标准”、“基于学科能力的表现标准是什么”、“如何研制基于学科能力的表现标准”三个基本问题。第一章通过考察美国、英国、澳大利亚、德国、瑞士、芬兰、新南威尔士、台湾等国家或地区的教育改革,指出表现标准在当今基于标准的国际教育改革中发挥着关键作用。反观我国,由于表现标准的缺席,导致教育系统的发展方向迷失,基础教育课程改革无法深入推进。第二章通过考察表现标准的历史演变,明晰了现代意义上的表现标准源于学科能力,是学科能力的表征,并将其界定为：以课程与教学为取向,指向学科能力要求,描述学生掌握内容标准程度与证据的规范化学习结果。第三章进一步探讨了学科能力的基本内涵,并基于各国教育标准与大型的国际评价项目的考察构建出一种由学科能力、学科领域、认知要求、表现水平与描述、问题情境构成的学科能力模型的分析框架,进而重点剖析了如何通过学科能力模型实现学科能力向表现标准的转化。第四章从组织架构、研制路径、研制流程三个方面考察、比较各国、地区表现标准的研制程序,进而基于这些国际经验和本土现实,就我国将来开发表现标准所需的研制程序做出了理性的思考。第五章聚焦于表现标准的编制,系统地探讨了把学科能力具体化于表现标准基本构成要素所需的五项关键技术,即明确学科能力转化为表现标准的方式、选择表现标准的呈现方式、拟定表现水平、撰写表现水平描述语、确定表现样例。第六章结合上述的程序与技术,开发了一个基于数学建模能力的表现标准案例,期望通过与实践的对话,以说明开发基于学科能力表现标准的专业性与复杂性,为我国将来研制表现标准提供参考建议。
[Abstract]:We are experiencing an unprecedented campaign for the quality of education, in which performance standards, which are the hallmarks of academic quality requirements, are seen by countries around the world as the key to monitoring and ensuring the quality of national education. The standard of performance has been absent for a long time in our country, which seriously hinders the establishment of quality monitoring and guarantee system of basic education. Therefore, the development of performance standard has great theoretical value and practical significance. Under the background of "pursuing fairness and improving quality" in our country, this study applies the methods of historical research, questionnaire investigation and case study. This paper discusses three basic problems: "how to develop the performance standard based on the subject ability", "what is the performance standard based on the subject ability" and "how to develop the performance standard based on the subject ability". The first chapter examines the educational reforms in the United States, the United Kingdom, Australia, Germany, Switzerland, Finland, New South Wales, Taiwan and other countries or regions. It is pointed out that the performance standard plays a key role in the international education reform based on standards. In contrast, the absence of performance standards leads to the loss of the development direction of the education system, and the basic education curriculum reform cannot be further promoted. Chapter two, by investigating the historical evolution of the performance standard, clarifies that the performance standard in the modern sense originates from the subject ability and is the representation of the subject ability, and defines it as: taking the curriculum and teaching as the orientation, pointing to the requirement of the subject ability. Describe the standardized learning results of students' mastery of content standards and evidence. The third chapter further discusses the basic connotation of the subject competence, and based on the educational standards of various countries and the investigation of the large-scale international evaluation project, constructs a kind of knowledge requirement, performance level and description by the subject ability, the discipline domain, the cognition request, the expression level and the description. The analysis frame of subject ability model based on problem situation, and how to realize the transformation from subject ability model to performance standard by subject ability model is analyzed. In the fourth chapter, from three aspects of organizational structure, development path and development process, we compare the development procedures of performance standards in various countries and regions, and then base on these international experiences and local realities. This paper makes a rational thinking about the development procedure of the performance standard in the future in our country. The fifth chapter focuses on the compilation of performance standards, and systematically discusses the five key technologies needed to make the subject competence specific to the basic constituent elements of the performance standard, that is, the way that the subject ability is transformed into the performance standard. Choose the presentation of the performance standard, draw up the performance level, write the performance description, and determine the performance sample. The sixth chapter combines the above procedures and techniques to develop a representation standard case based on mathematical modeling ability, hoping to illustrate the professionalism and complexity of developing the performance standard based on discipline competence through dialogue with practice. It provides reference suggestions for the future development of performance standards in China.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G420

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