物理高考与内容标准的一致性研究

发布时间：2018-08-28 17:39

【摘要】：近年来世界各国普遍推行基于标准的课程改革,我国世纪之交的本次基础教育课程改革,其理念革新程度和实施范围都被认为是空前的。本次基础教育课程改革包括对课程标准、教材、教学、考试评价等各方面的深刻革新。教育教学质量的提高、各课程要素的内在关系探讨、考试评价与课程标准内容及教学内容的一致性检视等成为当前课程改革研究领域的重要课题。在此背景下本研究聚焦物理高考与课程标准中内容标准的一致性关系研究。本研究首先在文献梳理的基础上结合我国实际情况构建了物理高考和内容标准一致性研究工具及分析方法,确定借鉴一致性研究的SEC模式和韦伯模式,从知识内容及其对应的认知水平两个维度构建二维矩阵,进而分析两个矩阵的一致系数；然后从知识内容主题分布、具体知识内容条目分布平衡性、认知水平分布三个方面进一步分析物理高考与内容标准的一致性水平。针就近六年物理高考试卷对知识内容及其认知水平的考查,按所涉及模块不同分七类试卷样本研究其与内容标准的一致性水平。而后对物理高考与内标准一致性水平总体特征、课改背景特征、地区特征、模块选考特征进行研究。最后针对本研究结果进行总结、讨论和反思。本研究具体由三部分组成：研究一,首先在文献梳理的基础上结合我国实际情况构建物理高考和内容标准一致性研究工具；然后阐述高中物理课程标准中内容标准的分析方法和结果,以及物理高考试卷知识内容及认知要求的分析方法、样本分布等；最后介绍本研究的信度和效度。研究二,根据物理高考所涉及内容主题的差异,分七类情况对近六年物理高考试卷与内容标准的一致性水平,从一致性总体水平、知识内容主题的一致性水平、知识内容分布平衡性以及认知水平的一致性水平角度进行分析和统计。七类试卷样本包括根据选考模块的不同将课标版试卷分为六类,另外一类是近六年大纲版试卷。研究三,物理高考与内容标准一致性水平的特征分析。对物理高考与内容标准一致性水平的总体特征进行分析,然后分别进行课改背景、地区以及模块选考类型为特征变量的一致性水平分析。本论文的主要结论如下： (1)物理高考试卷与高中物理内容标准总体上不具备显著一致性。77份物理高考试卷与高中物理内容标准的一致性系数均低于其所对应统计显著性参考值。利用曲面图对知识内容及其认知水平分布情况比较,结果显示两者总体分布存在较大差异。 (2)物理高考试卷与高中物理内容标准在知识内容分布方面一致性水平总体较低。相对内容标准而言,物理高考试卷加大了对共同必修模块和“选修3-1”模块的考查力度。就知识内容主题而言,物理高考所有试卷类型均加大了对“运动的描述”、“相互作用与运动规律”、“电路”、“电场”的考查力度；大部分试卷加大了对“机械能与能源”、“抛体运动与圆周运动”的考查力度；物理试卷对“经典力学的成就与局限性”的考查力度小于内容标准中知识内容条目所占比例。近六年物理高考试卷对“选修3-3”、“选修3-4”和“选修3-5”三个模块的考查力度除“碰撞和动量守恒”外均有所减弱,其中“能源与可持续发展”、“相对论”、“电磁振荡和电磁波”以及“波粒二象性”均只有很少试卷涉及。共同必修模块的考查重点包括匀变速直线运动、牛顿运动定律、力的合成与分解、匀速圆周运动、向心力、动能、机械能守恒定律、万有引力定律等,其中考查“经典力学的成就与局限性”的知识内容分布平衡性最差,“抛体运动与圆周运动”、“运动的描述”等相对较好。电学部分的“选修3-1”和“选修3-2”模块中考查频率较高的知识内容包括常见电器元件、欧姆定律、静电场、电场强度、磁场、磁感应强度、安培力、洛伦兹力、楞次定律、法拉第电磁感应定律等。“选修3-3”中的考查重点有气体实验定律、内能、温度、热力学第一定律等；“选修3-4”的考查重点有横波的形成和传播、波速波长和频率的关系、光的折射和全反射等；“选修3-5”的考查重点是动量、动量定理以及动量守恒定律、放射性、核反应方程等。试卷对内容主题“碰撞与动量守恒”考查的知识分布平衡性相对较好,而考查“原子核”和“波粒二象性”的知识平衡性相对较差。 (3)物理高考试卷与高中物理内容标准在知识内容对应的认知水平分布方面一致性水平总体较低。相对内容标准中的分布而言,近六年高考物理试卷均提高了对“理解”和“应用”水平的考查力度,降低了对“了解”水平的考查力度,在“认识”水平上物理高考试卷与内容标准的一致性水平较高。 (4)课标版物理高考试卷与内容标准的一致性水平明显高于大纲版物理高考试卷与内容标准的一致性水平。在知识内容的考查方面,课标版和大纲版物理高考试卷与内容标准的一致性水平在共同必修模块及“选修3-1”和“选修3-2”无较大差异,但在后面三个模块中对知识内容的考查有一定差异,课标版物理高考试卷对“碰撞与动量守恒”的考查比例相对较低,而对“固体液体与气体”、“热力学定律与能量守恒”、“电磁振荡与电磁波”、“相对论”、“原子核”以及“波粒二象性”的考查比例相对较高。 (5)以地区为特征对物理高考与内容标准的一致性情况进行分析发现,海南省近六年物理高考试卷与内容标准的一致性水平最高,其次是江苏、山东、浙江广东和重庆。在知识内容的考查方面,对共同必修模块的考查上各省份试卷总体差异较小,而对5个选修模块知识内容的考查上部分省份的差异相对较大。 (6)以选考类型为特征对物理高考与内容标准的一致性水平进行分析发现,由于在所考查知识内容的分布平衡性方面“选修3-3”相对较好、“选修3-5”次之、选修“3-4”相对较差,所以选考“选修3-3”或者选考“选修3-3”加“选修3-5”的试卷样本与内容标准的一致性水平相对最高；而选考“选修3-4”或者选考“选修3-4”加“选修3-5”的试卷样本与内容标准的一致性水平相对最低。本研究对对丰富和检验考试评价与课程标准一致性研究模式具有重要理论意义,对基础教育教学改革、课程标准修订、高考制度和内容改革等具有重要借鉴和参考价值。
[Abstract]:In recent years, standard-based curriculum reform has been widely implemented all over the world. At the turn of the century, the reform of basic education curriculum in our country has been regarded as unprecedented in its degree of conceptual innovation and scope of implementation. In this context, this study focuses on the consistency relationship between college entrance examination and curriculum standards.
Firstly, based on the literature review and the actual situation of our country, this paper constructs the consistency research tools and analysis methods of physical college entrance examination and content standards, determines the SEC model and Weber model of consistency research, constructs two-dimensional matrix from two dimensions of knowledge content and corresponding cognitive level, and then analyzes one of the two matrices. Secondly, the consistency between the physical college entrance examination and the content standard is further analyzed from three aspects: the distribution of knowledge content topics, the balance of specific knowledge content items and the distribution of cognitive level. Then it studies the general characteristics of the consistency level between the physical college entrance examination and the internal standards, the background characteristics of the curriculum reform, the regional characteristics, and the characteristics of the module entrance examination.
The study is composed of three parts.
The first part is to construct a consistency research tool of physics entrance examination and content standard on the basis of literature combing and combining with the actual situation of our country; then to expound the analysis method and result of content standard in high school physics curriculum standard, as well as the analysis method and sample distribution of knowledge content and cognitive requirement of physics entrance examination paper; finally to introduce The reliability and validity of this study.
Study 2: According to the differences of the subjects involved in the Physics College Entrance Examination, the consistency level between the physical college entrance examination papers and the content standards in the past six years was analyzed and statistically analyzed in terms of the overall level of consistency, the consistency level of the subject of the knowledge content, the balance of the distribution of the knowledge content and the consistency level of the cognitive level. Examination paper samples include six types of standard test papers according to the selection module, and the other is the nearly six-year syllabus test papers.
Research 3, the characteristic analysis of the consistency level between the physical college entrance examination and the content standard. The overall characteristics of the consistency level between the physical college entrance examination and the content standard are analyzed, and then the consistency level analysis of the characteristic variables is carried out, which are the background of curriculum reform, the type of regional and module examination.
The main conclusions of this paper are as follows:
(1) Physics college entrance examination papers and high school physics content standards generally do not have significant consistency. The consistency coefficients of 77 physics college entrance examination papers and high school physics content standards are lower than their corresponding statistical significance reference values. Big difference.
(2) The consistency level of knowledge content distribution between Physics College Entrance Examination Paper and High School Physics Content Standard is generally low. Compared with content standard, Physics College Entrance Examination Paper strengthens the examination of common compulsory module and "optional 3-1" module. The descriptions, the laws of interaction and motion, the circuits, and the electric fields are examined; most of the papers have increased the intensity of the "mechanical energy" and "projectile motion and circular motion"; and the physical papers have less power to examine the "achievements and limitations of classical mechanics" than the content of the standard. In the past six years, besides "collision and conservation of momentum", the examinations of "elective 3-3", "elective 3-4" and "elective 3-5" in the Physics College Entrance Examination Papers have been weakened. Only a few examinations have been made on "energy and sustainable development", "relativity", "electromagnetic oscillation and wave-particle duality". Examination of the common compulsory module focuses on uniform-speed linear motion, Newton's law of motion, force synthesis and decomposition, uniform circular motion, centripetal force, kinetic energy, conservation of mechanical energy, law of gravity, etc., among which the knowledge content of "achievements and limitations of classical mechanics" is the least balanced, and "projectile motion and gravity" Circumferential motion, description of motion, etc. are relatively good. In the electrics "elective 3-1" and "elective 3-2" modules, high frequency knowledge includes common electrical components, Ohm's law, electrostatic field, electric field strength, magnetic field, magnetic induction strength, ampere force, Lorentz force, Lenz's law, Faraday's law of electromagnetic induction, etc. The key points of the 3-3 elective course are the laws of gas experiment, internal energy, temperature, the first law of thermodynamics, etc. The balance of knowledge distribution on the subject of "collision and conservation of momentum" in the test paper is relatively good, while that on the subject of "nucleus" and "wave-particle duality" is relatively poor.
(3) The consistency between the physical college entrance examination papers and the high school physical content standards is generally low in terms of the distribution of the cognitive level corresponding to the knowledge content. At the level of cognition, the consistency of physical examination paper and content standard is relatively high.
(4) The consistency level between the standard version and the content standard is obviously higher than that between the syllabus version and the content standard. However, there are some differences in the following three modules. The proportion of collision and conservation of momentum is relatively low, while the proportion of solid liquids and gases, laws of thermodynamics and conservation of energy, electromagnetic oscillation and wave, relativity and nuclear is relatively low. And the proportion of "wave particle two iconicity" is relatively high.
(5) Analyzing the consistency of the physical college entrance examination and the content standard with the regional characteristics, it is found that the consistency between the physical college entrance examination papers and the content standard is the highest in Hainan Province in the past six years, followed by Jiangsu, Shandong, Zhejiang, Guangdong and Chongqing. The discrepancy is relatively small, while the differences in the knowledge content of the 5 elective modules are relatively large in some provinces.
(6) By analyzing the consistency between the physical college entrance examination and the content standard, it is found that "elective 3-3" is relatively better than "elective 3-5" and "elective 3-4" is relatively worse, so "elective 3-3" or "elective 3-3" plus "elective 3-5" can be chosen. The consistency between the test sample and the content standard is the highest, while the consistency between the test sample and the content standard is the lowest for the "elective 3-4" or "elective 3-4" plus "elective 3-5".
This study has important theoretical significance to enrich and test the consistency between examination evaluation and curriculum standards. It also has important reference value to the basic education teaching reform, curriculum standard revision, college entrance examination system and content reform.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：G633.7

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