表现性评价在初中物理科学探究中的应用
发布时间：2018-12-16 13:09
【摘要】：在新课程改革中,科学探究作为义务教育物理课程标准(2011年版)的重要教学内容而被提出,成为初中物理课堂的又一重要教学方式。但是,科学探究在实践中遇到了很多阻碍,面临着诸多困难,其原因之一就是缺乏适合科学探究的评价方法。目前,大部分教师还是用纸笔测验的方式来对学生的探究能力进行测评,这种评价方式虽然在学生评价中不可或缺,但是它也有很大的局限性,并不完全适合对科学探究能力进行评价。因此,有必要采用一种能够促进物理科学探究课程有效实施的评价方法。表现性评价作为一种新型评价方式,因其强调在真实或模拟现实的情境中对学生的行为表现进行评价,受到教育研究者的关注,成为众多国家评价科学探究能力的重要方式。这种评价方式有助于提高学生的科学探究能力、科学思维能力、运用物理知识和方法解决问题的能力。表现性评价的种种优点不仅与新课程改革中提倡的评价理念是一致的,同时也符合物理科学探究评价的需要,因此表现性评价应当成为物理科学探究评价的一个重要方法。然而,在我国由于缺乏理论的指导和实践的经验,表现性评价并没有在科学探究中普遍展开。本文重点研究表现性评价在初中物理科学探究中的应用,故分为四个部分。第一部分是绪论,介绍了本文的研究背景、现状以及研究的内容和方法。第二部分是本研究的理论概述,先阐述了表现性评价的理论基础,再通过相关概念的辨析对表现性评价的定义、特征进行总结,然后说明了对科学探究进行表现性评价的必要性和可行性。第三部分是现状调查,通过对教师和学生的问卷调查,了解对科学探究进行评价的实施现状,并对调查的结果进行归因分析。第四部分是表现性评价在初中物理科学探究中的应用,首先针对物理科学探究陈述了表现性评价的实施程序,明确科学探究的评价目标、任务类型以及评价标准,然后根据实施程序设计具体的表现性评价案例,在实践中证明表现性评价能够更好地对物理科学探究进行评价,提高学生的探究兴趣,规范学生的实验操作,培养学生的反思能力。
[Abstract]:In the new curriculum reform, scientific inquiry, as an important teaching content of compulsory education physics curriculum standard (2011 edition), has become another important teaching method in junior middle school physics classroom. However, scientific inquiry has encountered many obstacles and difficulties in practice, one of the reasons is the lack of evaluation methods suitable for scientific inquiry. At present, most teachers still use paper and pen tests to evaluate students' inquiry ability. Although this kind of evaluation method is indispensable in students' evaluation, it also has great limitations. It is not completely suitable for evaluating the ability of scientific inquiry. Therefore, it is necessary to adopt an evaluation method which can promote the effective implementation of physics science inquiry course. As a new type of evaluation method, performance evaluation has attracted the attention of educational researchers because of its emphasis on evaluating students' behavior in real or simulated situations. It has become an important way to evaluate scientific inquiry ability in many countries. This evaluation method is helpful to improve the students' ability of scientific inquiry, scientific thinking and using physics knowledge and methods to solve problems. The advantages of performance evaluation are not only consistent with the concept of evaluation advocated in the new curriculum reform, but also accord with the needs of physical science inquiry evaluation. Therefore, performance evaluation should become an important method of physical science inquiry evaluation. However, in our country, due to the lack of theoretical guidance and practical experience, performance evaluation is not generally carried out in scientific inquiry. This paper focuses on the application of expressiveness evaluation in junior high school physics science inquiry, so it is divided into four parts. The first part is the introduction, introduces the research background, the present situation, the research content and the method. The second part is the theoretical overview of this study, first elaborated the theoretical basis of performance evaluation, then through the relevant concepts of the definition of performance evaluation, the characteristics of summary. Then it explains the necessity and feasibility of expressive evaluation of scientific inquiry. The third part is the present situation investigation, through the questionnaire survey to the teacher and the student, understand to the scientific inquiry carries on the implementation present situation, and carries on the attribution analysis to the investigation result. The fourth part is the application of expressiveness evaluation in junior high school physics science inquiry. Firstly, it states the implementation procedure of expression evaluation for physics science inquiry, and clarifies the evaluation goal, task type and evaluation standard of scientific inquiry. Then according to the implementation procedure design concrete performance evaluation case, in the practice proves that the performance evaluation can better evaluate the physics science inquiry, enhances the student's inquiry interest, standardizes the student's experiment operation, Cultivate students' ability to reflect.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
本文编号：2382400
[Abstract]:In the new curriculum reform, scientific inquiry, as an important teaching content of compulsory education physics curriculum standard (2011 edition), has become another important teaching method in junior middle school physics classroom. However, scientific inquiry has encountered many obstacles and difficulties in practice, one of the reasons is the lack of evaluation methods suitable for scientific inquiry. At present, most teachers still use paper and pen tests to evaluate students' inquiry ability. Although this kind of evaluation method is indispensable in students' evaluation, it also has great limitations. It is not completely suitable for evaluating the ability of scientific inquiry. Therefore, it is necessary to adopt an evaluation method which can promote the effective implementation of physics science inquiry course. As a new type of evaluation method, performance evaluation has attracted the attention of educational researchers because of its emphasis on evaluating students' behavior in real or simulated situations. It has become an important way to evaluate scientific inquiry ability in many countries. This evaluation method is helpful to improve the students' ability of scientific inquiry, scientific thinking and using physics knowledge and methods to solve problems. The advantages of performance evaluation are not only consistent with the concept of evaluation advocated in the new curriculum reform, but also accord with the needs of physical science inquiry evaluation. Therefore, performance evaluation should become an important method of physical science inquiry evaluation. However, in our country, due to the lack of theoretical guidance and practical experience, performance evaluation is not generally carried out in scientific inquiry. This paper focuses on the application of expressiveness evaluation in junior high school physics science inquiry, so it is divided into four parts. The first part is the introduction, introduces the research background, the present situation, the research content and the method. The second part is the theoretical overview of this study, first elaborated the theoretical basis of performance evaluation, then through the relevant concepts of the definition of performance evaluation, the characteristics of summary. Then it explains the necessity and feasibility of expressive evaluation of scientific inquiry. The third part is the present situation investigation, through the questionnaire survey to the teacher and the student, understand to the scientific inquiry carries on the implementation present situation, and carries on the attribution analysis to the investigation result. The fourth part is the application of expressiveness evaluation in junior high school physics science inquiry. Firstly, it states the implementation procedure of expression evaluation for physics science inquiry, and clarifies the evaluation goal, task type and evaluation standard of scientific inquiry. Then according to the implementation procedure design concrete performance evaluation case, in the practice proves that the performance evaluation can better evaluate the physics science inquiry, enhances the student's inquiry interest, standardizes the student's experiment operation, Cultivate students' ability to reflect.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7
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