基于课程标准的高考物理试卷的一致性研究

发布时间：2018-07-08 07:49

本文选题：高中物理 + 课程标准　；参考：《湖北师范大学》2017年硕士论文

【摘要】：本文借鉴SEC分析模式,从定量的角度出发,同时采用Webb分析模式,使量性和质性相互弥补,综合分析全国命题试卷与课程标准的吻合程度。首先对内容标准的具体条目进行详细分析,建立“内容主题?认知水平”二维框架,并针对条目统一编码处理;其次,研究对象选取2011-2015年的高考物理试卷,分析试卷考查的知识点,对其从内容主题和认知水平两个维度进行归类,构建矩阵并标准化处理,利用波特系数展开宏观方面的分析。接着,选择2014、2015两年高考物理试卷运用Webb模式从知识的四个维度进行微观层面的一致性分析。研究结果表明,在内容主题维度上:试卷对共同必修系列的三个主题的考查力度有所偏重,一致性较好;同时选修3-1“电路”这一主题一致性也符合课标要求;其余内容主题的考查范围比较小,一致性较差,如对主题“传感器”几乎不涉及。在认知水平维度上:试卷对“了解”和“认识”深度水平的考查远远小于课标的要求,一致性较差;试卷对“理解”和“应用”层次水平考查的知识点比例相对较高,一致性较好;从整体上来说,试卷考查的内容在认知水平上要高于课标要求。在知识内容维度上:2014年和2015年高考物理试卷在知识广度维度上一致性都未达到课标要求,知识种类、知识深度以及知识分布平衡性维度基本达到可接受水平,但是总体来说,2014、2015年高考物理试卷一致性偏低。总体而言,五年试卷与课程标准的一致性较差,最后分析存在不一致的原因,并提出完善的建议。
[Abstract]:From the perspective of quantitative analysis and Webb analysis model, this paper uses the SEC analysis model to make up for the quantity and quality, and comprehensively analyzes the degree of conformity between the national test papers and the curriculum standards. First of all, a detailed analysis of the specific items of the content standard, the establishment of "content theme?" Cognitive level "2-D frame and unified coding for items. Secondly, the subjects selected the 2011-2015 college entrance examination paper, analyzed the knowledge points of the examination paper, classified it from two dimensions of content theme and cognitive level, and analyzed the knowledge points of the examination paper, and classified them into two dimensions: content theme and cognitive level. The matrix is constructed and standardized, and the macroscopic analysis is carried out by using Porter's coefficient. Then, Webb model is used to analyze the consistency of the four dimensions of knowledge in the physics examination paper of the college entrance examination in 2014 and 2015. The results show that, in terms of content subject dimension, the examination paper has some emphasis on the examination of the three subjects of the common compulsory series, and the consistency is good, and the consistency of the elective 3-1 "circuit" is also in line with the requirements of the curriculum standard. The rest of the topics are less extensive and less consistent, such as little coverage of theme sensors. In the dimension of cognitive level, the examination of "understanding" and "depth of cognition" in the test paper is far less than the requirement of the curriculum standard, and the consistency is poor, and the proportion of knowledge points in the examination of the level of "understanding" and "application" in the test paper is relatively high. The consistency is good; on the whole, the content of examination paper is higher than the curriculum standard in cognitive level. In terms of knowledge content dimension: the consistency of 2014 and 2015 college entrance examination physics papers in knowledge breadth dimension did not meet the requirements of curriculum standard, knowledge types, knowledge depth and knowledge distribution balance dimension basically reached acceptable level. But on the whole, in 2014, the consistency of the college entrance examination paper in 2015 is on the low side. In general, the consistency between the five-year test paper and the curriculum standard is poor. Finally, the reasons for the inconsistency are analyzed, and some suggestions are put forward.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】