基于STEM项目学习的学生能力评价研究

发布时间：2018-05-21 03:36

本文选题：STEM项目 + 学生能力评价　；参考：《天津师范大学》2017年硕士论文

【摘要】：自第三次工业革命开展以来,人类进入了日新月异的信息社会,对创新人才的需求愈发紧迫,为应对这一需求,各国都在加紧教育改革,推行新型教育政策,其中,对科学素养和科学探究能力的培养是各国教育改革的重点。而当前通过纸笔测验和终结性评价对学生进行评价,用一个指标去衡量所有学生,忽视了学生间的个体差异性,这种评价方式是不全面不科学的,有些能力并不能通过纸笔考试测量出来,因此,在新的历史条件下,单一的学生评价方式已不再适应培养创新型人才的需求,实践能力和创新能力的评价并不能通过纸笔测验直观得出结论,当下世界各国都在努力探索STEM教育的新方式,进而挖掘其新内涵,进而打开学生评价新思路。本研究立足于天津市青少年科技中心构建的STEM项目学习云平台,通过构建STEM项目平台的学生能力评价指标和设计评价量表,为当下我国STEM教育提供实证的支持,丰富当前学生评价的研究内容。本文基于STEM项目学习,对学生能力评价的相关问题进行了深入探讨,本文总共有四大部分,第一部分绪论部分针对我国当前学生评价中存在的一些现实性问题进行了相应解析、界定了本研究中重点的核心概念并且总结了本研究的目的和意义。第二部分文献综述部分针对STEM项目、STEM项目学习和学生评价的历史发展进行了有关文献的梳理和分析。第三部分着重介绍了在STEM项目学习中运用最多的两种评价方式:过程性评价和真实性评价。过程性评价认为评价是延续性的、阶段性的,注重在学习过程中对学生知情意行的动态进行评价,而真实性评价是在真实情境或模拟真实情景中进行的,针对学生在真实性任务中的表现,多种评价方式相结合进行判断和评价。第四部分是本文的重点,也是本文的创新点,针对传统学生评价的不足,初步探讨了基于STEM项目构建多元化学生能力评价指标,详述了评价指标的构建和基本内涵,包括指标的选取、指标权重计算等内容,同时赋予了评价体系更为丰富的内涵:扩充了评价内容、丰富了评价方法、增加了评价主体。这也使得评价体系呈现出了内容综合化、方法多样化等特点。在文章的最后,对实现推进STEM项目学习在学生能力评价中可能存在的问题提出了个人看法和建议,以期更好地对学生进行评价。
[Abstract]:Since the third industrial revolution, human beings have entered a new and changing information society, and the demand for innovative talents is becoming more and more urgent. In order to cope with this demand, all countries are intensifying education reform and carrying out new education policies. Among them, the training of scientific literacy and scientific inquiry ability is the focus of educational reform in various countries. Test and finality evaluation are used to evaluate students, to measure all students with one index, and to ignore the individual differences among students. This evaluation method is not comprehensive and unscientific. Some abilities can not be measured by paper and pencil tests. Therefore, under the new historical conditions, a single student evaluation method is no longer adapted to the cultivation of the students. The evaluation of the needs of new talents, practical ability and innovation ability can not come to a conclusion through the paper test. At the moment, all countries in the world are trying to explore new ways of STEM education, and then excavate their new connotation and then open the new ideas of student evaluation. This study is based on the STEM project learning cloud constructed by the Tianjin Youth Science and technology center. The platform, through the construction of the student ability evaluation index and the design evaluation scale of the STEM project platform, provides an empirical support for the current STEM education in China and enriches the research content of the current student evaluation. Based on the STEM project learning, this paper has carried out a thorough discussion on the related problems of student ability evaluation. This paper has four parts, the first part of this paper. The introduction part analyzes some practical problems in the current student evaluation in our country, defines the key concepts in this study and summarizes the purpose and significance of this study. The second part of the literature reviews the history of the STEM project, the STEM project learning and the evaluation of the students. The third part mainly introduces two kinds of evaluation methods that are the most used in STEM project learning: process evaluation and authenticity evaluation. The process evaluation thinks that the evaluation is continuous and phased, and pays attention to the dynamic evaluation of the students' informed behavior during the learning process, and the authenticity evaluation is in the real situation or model. The fourth part is the key point of this article and the innovation point of this article. Aiming at the deficiency of the traditional student evaluation, the fourth part is the key point of this article. This paper preliminarily discusses the evaluation index of the diversification of students based on the construction of the STEM project, and details the evaluation index. The construction and basic connotation of the standard, including the selection of indexes, the calculation of index weight and so on, at the same time endow the evaluation system with more abundant connotation: expanding the evaluation content, enriching the evaluation method and increasing the evaluation subject. This also makes the evaluation system have the characteristics of comprehensive content and method diversification. At the end of the article, the realization of the system is realized. Personal views and suggestions are put forward to promote STEM project learning in the evaluation of students' abilities, so as to better evaluate students.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0

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