高中物理电学主题过程性评价研究

发布时间：2018-07-18 11:02

【摘要】：对学生学习的评价是教育活动中非常重要的组成部分,而传统评价的种种缺陷表明其不能很好地促进学生的发展。随着基础教育课程改革的不断深入,国家出台了各种教育改革方案,其中都突出了对评价的改革,强调建立科学的评价体系,注重对学生学习过程的评价,强调评价对促进学生发展的作用。过程性评价是促进学生学习实施的评价,是对学习过程的评价,是在学习过程中实施的评价。它是教育评价理论不断发展和教育评价实践日益丰富的结果,它充分体现了评价的发展功能。许多教育工作者对过程性评价的产生背景、理论基础、过程性评价的内涵、方法、特点、实施过程、过程性评价的优势和劣势等都作了深入的研究。但可惜的是已有的关于过程性评价的研究成果多限于理论研究,与具体学科具体教学内容相结合的非常少。这就使得过程性评价虽然理念好,但在教学实践中缺乏可操作性,则先进的教育理念在教学实践中难以发挥其应有的作用。但随着课程改革的不断深入,国家和社会以及学校对过程性评价提出了更高、更具体的要求。如何才能将过程性评价与具体学科的具体内容结合起来,以充分发挥评价对学生发展的促进作用,这样的问题迫在眉睫。考虑到研究时间和实际条件的限制,本研究选择了高中物理的核心内容同时也是学生学习遇到问题较多的电学主题来研究。本研究首先通过问卷调查法对教师和学生进行调查,以了解高中电学主题部分过程性评价的实施现状。通过调查问卷的分析可以发现,基于电学主题的重要性,无论是教师还是学生都对评价提出了越来越高的要求,注重过程性评价,但多停留在理念的重视,过程性评价的实际操作能力不足。在调查问卷的基础上结合大量的文献研究及与一线教师的研讨,构建了高中电学主题过程性评价的实施体系,体系包括电学主题过程性评价的内容、评价方法及评价实施策略。其中,评价内容从“知识与技能、过程与方法、情感态度与价值观”三个方面具体阐述了电学主题的评价内容,评价方法中归纳了9种过程性评价中常用的方法,并结合电学主题的内容进行具体的分析,评价策略从“方法的组合与优化、教学设计、评价比重”三个方面来阐述。最后通过电学主题的教学实践案例对本研究所构建的过程性评价实施体系进行实证研究。教师和学生所反馈的信息表明,该实施体系详细罗列了电学主题过程性评价的内容,评价方法多样化且非常具体,评价策略对具体的实施具有很好的指导和建议,即该实施体系具有较好的可操作性,能有效地指导过程性评价的实施。总之,本论文通过电学主题过程性评价的研究,证明了过程性评价可以在具体的教学内容中得以很好地实施,提高了物理学科过程性评价的操作性,当然过程性评价还仍然处在一个不断探索和发展的过程中。
[Abstract]:The evaluation of students' learning is a very important part of educational activities, but the defects of traditional evaluation show that it can not promote the development of students. With the deepening of the basic education curriculum reform, the country has issued a variety of educational reform programs, all of which highlight the reform of evaluation, emphasize the establishment of a scientific evaluation system, and pay attention to the evaluation of students' learning process. Emphasis is placed on the role of evaluation in promoting the development of students. Process evaluation is an evaluation to promote the implementation of students' learning, is an evaluation of the learning process, is an evaluation of the implementation of the learning process. It is the result of the continuous development of educational evaluation theory and the increasingly rich practice of educational evaluation, which fully embodies the development function of evaluation. Many educators have made deep research on the background, theoretical basis, connotation, methods, characteristics, implementation process, advantages and disadvantages of process evaluation. However, it is a pity that the existing research results of process evaluation are limited to theoretical research, and few of them are combined with the specific teaching contents of specific subjects. This makes the concept of process evaluation good, but the lack of operability in teaching practice, the advanced educational concept in teaching practice is difficult to play its due role. However, with the deepening of curriculum reform, the state, society and schools put forward higher and more specific requirements for process evaluation. How to combine the process evaluation with the specific content of the specific subject, so as to give full play to the role of evaluation to promote the development of students, such a problem is urgent. Considering the limitations of research time and practical conditions, this study chooses the core content of physics in senior high school and the electrical subject which students encounter more problems in their study. In this study, teachers and students were investigated by questionnaire to find out the status quo of the process evaluation of electrical science in senior high school. Through the analysis of the questionnaire, we can find that based on the importance of electrical subject, both teachers and students have put forward more and more higher requirements for evaluation, pay attention to process evaluation, but more focused on the concept. The practical operation ability of process evaluation is insufficient. On the basis of the questionnaire, combined with a large number of literature research and discussion with teachers, this paper constructs the implementation system of senior high school electrical subject process evaluation, which includes the content, evaluation method and evaluation implementation strategy of electrical subject process evaluation. Among them, the content of evaluation elaborates the evaluation content of electrical subject from three aspects: knowledge and skill, process and method, emotion, attitude and value. In the evaluation method, there are 9 kinds of methods commonly used in process evaluation. Combined with the content of electrical subject, the evaluation strategy is expounded from three aspects: combination and optimization of methods, teaching design and evaluation proportion. Finally, through the teaching practice case of electrical subject, this paper makes an empirical study on the implementation system of process evaluation. The feedback from teachers and students shows that the implementation system lists in detail the contents of the process evaluation of electrical subject, the evaluation methods are diversified and very specific, and the evaluation strategy has good guidance and suggestions for the specific implementation. That is, the implementation system has good maneuverability and can effectively guide the implementation of process evaluation. In a word, through the research of the process evaluation of electrical subject, this paper proves that the process evaluation can be carried out well in the concrete teaching content, and improves the operability of the process evaluation of physics. Of course, the process of evaluation is still in a process of continuous exploration and development.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

【相似文献】