高中物理实验学习评价指标体系的构建

发布时间：2018-03-02 07:06

本文关键词： 实验学习评价指标体系目标分类学权重　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：2003年,教育部印发《普通高中物理课程标准(实验)》,给出了一系列评价建议。2004年秋季,新一轮课程改革在高中阶段开始实施,重建教育评价制度是本次课程改革的主要任务之一。2010年,教育部颁布《国家中长期教育改革和发展规划纲要(2010～2020年)》,指出：要建立科学的教育质量评价体系,全面实施高中学业水平考试和综合素质评价。由此可见,国家十分重视评价制度的改革、改善。物理学是一门以实验为基础的自然科学。物理学家通过实验发现物理定律(定理),也通过实验验证、修正一些物理定律(定理)。作为物理学习评价的有机组成部分,物理实验学习评价一方面指导教师改善物理实验教学过程,一方面促进学生提升物理实验能力。因此,我们迫切需要深入研究物理实验学习评价。鉴于以上分析,论文的主要研究内容、研究方法有：(1)基于内容分析法,从题型、分值、内容、知识类型、实验类型等维度分析近十年的全国高考理综Ⅰ卷(2006～2015年)；运用问卷调查法调查了248名高中生,通过访谈法调查了23名一线教师,利用课堂观察法研究了一节甘肃省省级优课,从而掌握高中物理实验学习评价现状。(2)为了给教师提供有利的评价工具,给学生提供自我反思的依据,研究基于发展性评价、多元学习评价等评价理念,借助布卢姆教育目标分类学,借鉴国外物理实验评价的优点,利用目标分解法构建高中物理实验学习评价指标体系,并运用两两比较法确定各指标的权重。(3)通过征求一线教师的意见和建议,对评价指标的增加、删除、表述、权重、结构等方面进行修正,使其更加完善。通过使用探究型实验评价指标体系、验证型实验评价指标体系,利用SPSS软件测定二者的信度。通过深入研究,论文得出的主要结论有：(1)根据实验的侧重点不同,研究将高中物理实验分为四类：测定型实验、验证型实验、探究型实验、应用型实验。(2)研究发现无论从哪个角度,高考物理实验均不能全面、真实地反映学生的物理实验学习水平。高中物理实验没有系统的、规范的学习评价体系,其评价内容主要是习题,评价方式主要是卷面考试,评价主体主要是教师,缺少评价工具。(3)研究分别构建了测定型实验学习评价指标体系、验证型实验学习评价指标体系、探究型实验学习评价指标体系、应用型实验学习评价指标体系。每类评价指标体系均细化到三级指标,并确定了各项指标的权重。论文的创新之处在于：(1)针对不同类型的物理实验,研究有针对性地构建了四类物理实验评价指标体系；(2)运用布卢姆教育目标分类学的相关知识,创造性地制订了具有物理实验特色的三级指标,并力求评价指标的可操作性；(3)构建的物理实验学习评价指标体系强调发展性评价,重视多元学习评价,并兼顾定量评价与定性评价。
[Abstract]:In 2003, the Ministry of Education issued the General Senior High School Physics Curriculum Standard (experiment), and gave a series of evaluation suggestions. In the autumn of 2004, a new round of curriculum reform began to be implemented in the senior high school stage. In 2010, the Ministry of Education promulgated the outline of the National medium and long term Education Reform and Development Plan (2010 ~ 2020), and pointed out that a scientific evaluation system of education quality should be established. It can be seen that the state attaches great importance to the reform of the evaluation system. Physics is a natural science based on experiments. Physicists find the laws of physics through experiments (theorems are also verified by experiments) and modify some laws of physics (theorems) as an integral part of the evaluation of physical learning. On the one hand, the evaluation of physics experiment learning instructs teachers to improve the teaching process of physics experiment, on the other hand, it promotes the students to improve their ability of physics experiment. Therefore, we urgently need to study the evaluation of physics experiment learning. The main content of the paper, research methods are: 1) based on content analysis, from question type, score, content, knowledge type, From 2006 to 2015, we investigated 248 senior high school students by questionnaire, 23 front-line teachers by interview, and a special class at provincial level by classroom observation. In order to provide teachers with favorable evaluation tools and provide students with the basis of self-reflection, this paper studies the evaluation concepts based on developmental evaluation and multi-learning evaluation. With the help of the classification of educational objectives of Bloom and the advantages of overseas physical experiment evaluation, the target decomposition method is used to construct the evaluation index system of physics experiment learning in senior high school. And using the pairwise comparison method to determine the weight of each index. (3) by soliciting the opinions and suggestions of teachers of the first line, we can revise the increase, deletion, expression, weight, structure and so on of the evaluation index. Through the use of exploratory experimental evaluation index system, confirmatory experimental evaluation index system, the use of SPSS software to determine the reliability of the two. Through in-depth research, the main conclusion of the paper is: 1) according to the emphasis of the experiment is different, The study divides high school physics experiment into four categories: measuring experiment, confirmatory experiment, inquiry experiment, applied experiment.) the study found that no matter from which angle, the physics experiment of college entrance examination can not be comprehensive. It reflects the students' learning level of physics experiment. There is no systematic and standardized learning evaluation system in senior high school physics experiment. The evaluation content is mainly exercises, the evaluation method is mainly examination, the main body of evaluation is teachers. Lack of evaluation tool. (3) the evaluation index system of measuring experimental learning, the evaluation index system of confirmatory experimental learning and the evaluation index system of exploratory experimental learning have been constructed respectively. The evaluation index system of applied experiment learning. Each kind of evaluation index system is refined to three grade index, and the weight of each index is determined. The innovation of this paper is that: (1) aiming at different types of physical experiments, In this paper, four kinds of evaluation index system of physics experiment are constructed. By using the relevant knowledge of Bloom's educational objective taxonomy, the three-level indexes with the characteristics of physical experiments are creatively formulated. The evaluation index system of physical experiment learning emphasizes the developmental evaluation, the multiple learning evaluation, and the quantitative and qualitative evaluation.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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