潍坊、聊城初中学业水平考试生物试题分析

发布时间：2018-02-26 23:11

本文关键词： 学业评价课程标准学业水平测试一致性能力　出处：《聊城大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学评价是教学过程的重要环节,是检查教学质量的重要手段。初中学业水平测试既是义务教育阶段学生的结业考试,又是高级中学录取新生的重要参考依据,因此,学业水平测试试题的考查内容、考查形式对学生的学、教师的教都将产生直接而重要的影响。本文通过对山东省潍坊、聊城两个地市初中生物学学业水平测试题进行分析、比较,探讨初中学业水平测试的内容、范围及规律,以期对初中生物学教学质量的提高和促进学生的全面发展提供有益的参考。本文选择潍坊、聊城两市2014年-2016年初中学业水平考试生物学试题与生物学课程标准作为分析对象,采用SEC模式下的定量分析方法,探究两市初中生物学学业水平试题内容与课程标准之间的一致性水平。将生物学课程标准中的知识内容与学业水平试题考察内容,按照“内容主题”和“认知水平”两个维度进行统计,并计入具有相同结构的表格中。内容主题以《义务教育生物学课程标准(2011版)》中的十个一级主题加以分类,依照课程标准中所使用的行为动词,把认知水平分为了解、理解、应用三个层次,建立10×3(即十个主题、三个水平层次)的二维矩阵。为保证变量之间的可比性,将表格中的数值进行标准化处理,运用波特一致性计算公式得到一致性系数。《义务教育生物学课程标准(2011版)》中共有124个具体内容,将其随机赋值到一个10×3的矩阵表格中,将试卷总分即100分以同样的方式赋值到另一个相同的矩阵表格中,对两个表格数据进行标准化处理,计算出P值,将这样的过程重复15000次,得到波特一致性系数参考值P0=0.6214。将得到的潍坊、聊城两市试题与课程标准之间的的波特一致性系数与参考值P0进行比较发现,潍坊市生物学试题与课程标准之间存在较高一致性,而聊城市的试题与课程标准的一致性偏低。通过两市学业水平测试题中的题目分析,展现试题对学生能力的考查和情感态度与价值观的考查情况。分析发现,两市在学业水平测试试题编制上突显“能力立意”,注重考查学生对知识的理解能力、运用能力,也注重对生物学探究能力和知识获取能力的测试。在情感态度与价值观的检测方面,重视考察学生的科学态度、环保意识以及爱家爱国的情感。最后,分别归纳总结两市初中学业水平考试生物试题的特点,结合一致性结果分析,得到结论与启示。《义务教育生物学课程标准(2011版)》是命题与教学的重要依据,命题者与教师都需要对课程标准认真研读,通过命制符合课程标准的生物学试题,来促进学生的思维发展,提高学生的能力与拓宽的他们知识面。
[Abstract]:Teaching evaluation is an important link in the teaching process and an important means of checking the teaching quality. The junior middle school academic level test is not only the compulsory education stage student's graduation examination, but also is the important reference basis for the senior middle school to admit the new students, therefore, The content and form of the academic proficiency test will have a direct and important impact on students' learning and teachers' teaching. This paper analyzes the biological academic level test of Weifang and Liaocheng junior middle schools in Shandong Province. In order to improve the teaching quality of biology in junior high school and promote students' overall development, this paper discusses the content, scope and rules of junior high school academic level test. From 2014 to 2016, the biology test and biology curriculum standard of Liaocheng and Liaocheng City Junior Middle School academic level examination were used as the object of analysis, and the quantitative analysis method based on SEC model was adopted. This paper probes into the consistency level between the content of the biological academic level test and the curriculum standard in the two cities. The contents of the knowledge content and the academic level test question in the biology curriculum standard are investigated. According to the two dimensions of "content subject" and "level of cognition" and included in a table with the same structure. The content topics are classified into ten first-level themes in the Biology Curriculum Standard for compulsory Education 2011, According to the behavioral verbs used in the curriculum standard, the cognitive level is divided into three levels: understanding, understanding and applying, and a two-dimensional matrix of 10 脳 3 (that is, ten topics and three levels) is established to ensure the comparability between variables. The numerical value in the table is standardized, and the consistency coefficient is obtained by using Porter's consistency formula. There are 124 concrete contents in total, which are randomly assigned to a 10 脳 3 matrix table. The total score of the test paper, that is, 100 points, was assigned in the same way to another same matrix table, the data of the two tables were standardized, the P value was calculated, and the process was repeated 15000 times. The Potter consistency coefficient of Weifang, Liaocheng City and the reference value P0 are compared with the reference value P0. It is found that there is a high consistency between the biological test and the curriculum standard in Weifang. However, the consistency between the test questions and the curriculum standards in Liaocheng City is low. Through the analysis of the questions in the two cities' academic level test, it shows the examination of students' ability and emotional attitude and values. The two cities have highlighted the "ability intention" in the compilation of the academic proficiency test questions, focusing on the students' understanding of knowledge and their ability to use it. We also pay attention to the testing of biological inquiry ability and knowledge acquisition ability. In the aspect of emotional attitude and value testing, we also pay attention to examining students' scientific attitude, environmental protection consciousness and love for family and patriotism. Finally, This paper sums up the characteristics of biology test of junior high school level examination in two cities, analyses the consistency result, and obtains the conclusion and enlightenment. < Biology Curriculum Standard of compulsory Education 2011] > is the important basis for proposition and teaching. Both propositions and teachers need to study the curriculum standards carefully, and to promote the development of students' thinking, improve students' ability and broaden their knowledge by ordering biological examination questions in accordance with curriculum standards.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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