基于核心素养培养的高中生物课堂教学评价指标体系构建
发布时间：2019-05-29 06:24
【摘要】：基于学生学科核心素养培养的学业成就评价是以“立德树人”为根本教育任务的基本要求,这样的评价怎样在课堂教学中落实亟待探索。为此本研究立足于课程内容标准、学业质量标准、核心素养内涵,以高中生物人教版“基因工程及其应用”一节教学为例,从现有教材、教学设计、教师用书以及新课程标准中挖掘出“生命观念”、“理性思维”、“科学探究”和“社会责任”核心素养所涉及的相关评价内容;以评价内容为指导反向设计出“基因工程及其应用”一节教学设计,并依据教学设计和评价内容通过专家评定的方法确立出“自学能力”、“互学能力”、“展学能力”和“课堂辩论”4个一级评价指标和“自学准备”、“自学过程”和“自学结果”等12二级评价指标;通过层次分析法确定了各级和各个评价指标的权重,其中一级评价指标权重分别为0.094、0.189、0.427和0.290,最终形成“基因工程及其应用”课堂教学评价指标体系;最后根据实际情况进行指标体系的修正并应用于实践教学,实践中发现评价指标体系的信度和效度基本符合要求,小组得分在“互学能力”、“展学能力”和“课堂辩论”3个一级评价指标得分存在显著差异,“展学能力”得分对评价总分的解释力最高。此外通过本研究,笔者认为通过课堂教学评价可以促进核心素养的培养;真实性任务是核心素养培养的载体;课堂评价应确保真实性任务得以完成;基于核心素养的评价是不为评价而进行的评价;基于核心素养的评价需要科学建立评价指标体系。
[Abstract]:The evaluation of academic achievement based on the cultivation of students' core literacy is the basic requirement of the basic educational task of "building people by virtue". How to carry out this evaluation in classroom teaching needs to be explored urgently. Therefore, this study is based on the curriculum content standard, academic quality standard and core literacy connotation, taking the teaching of "genetic Engineering and its Application" in senior high school biology education edition as an example, from the existing teaching materials, teaching design, Teachers' books and new curriculum standards excavate the related evaluation contents of "life concept", "rational thinking", "scientific inquiry" and "social responsibility" core literacy. Under the guidance of evaluation content, the teaching design of "genetic Engineering and its Application" is designed in reverse, and the "self-study ability" and "mutual learning ability" are established by the method of expert evaluation according to the teaching design and evaluation content. There are four primary evaluation indexes of "exhibition ability" and "classroom debate" and 12 secondary evaluation indexes such as "self-study preparation", "self-study process" and "self-study result". The weights of all levels and each evaluation index are determined by analytic hierarchy process (AHP), in which the weights of the first evaluation index are 0.094, 0.189, 0.427 and 0.290, respectively, and finally form the classroom teaching evaluation index system of "genetic Engineering and its Application". Finally, according to the actual situation, the index system is modified and applied to practical teaching. In practice, it is found that the reliability and validity of the evaluation index system basically meet the requirements, and the group score is in the "mutual learning ability". There are significant differences in the scores of the three first-level evaluation indexes between "exhibition ability" and "classroom debate", and the score of "exhibition ability" has the highest explanatory power to the total score of evaluation. In addition, through this study, the author believes that classroom teaching evaluation can promote the cultivation of core literacy; authenticity task is the carrier of core literacy training; classroom evaluation should ensure the completion of authenticity task; The evaluation based on core literacy is not carried out for evaluation, and the evaluation based on core literacy needs to establish the evaluation index system scientifically.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2487725
[Abstract]:The evaluation of academic achievement based on the cultivation of students' core literacy is the basic requirement of the basic educational task of "building people by virtue". How to carry out this evaluation in classroom teaching needs to be explored urgently. Therefore, this study is based on the curriculum content standard, academic quality standard and core literacy connotation, taking the teaching of "genetic Engineering and its Application" in senior high school biology education edition as an example, from the existing teaching materials, teaching design, Teachers' books and new curriculum standards excavate the related evaluation contents of "life concept", "rational thinking", "scientific inquiry" and "social responsibility" core literacy. Under the guidance of evaluation content, the teaching design of "genetic Engineering and its Application" is designed in reverse, and the "self-study ability" and "mutual learning ability" are established by the method of expert evaluation according to the teaching design and evaluation content. There are four primary evaluation indexes of "exhibition ability" and "classroom debate" and 12 secondary evaluation indexes such as "self-study preparation", "self-study process" and "self-study result". The weights of all levels and each evaluation index are determined by analytic hierarchy process (AHP), in which the weights of the first evaluation index are 0.094, 0.189, 0.427 and 0.290, respectively, and finally form the classroom teaching evaluation index system of "genetic Engineering and its Application". Finally, according to the actual situation, the index system is modified and applied to practical teaching. In practice, it is found that the reliability and validity of the evaluation index system basically meet the requirements, and the group score is in the "mutual learning ability". There are significant differences in the scores of the three first-level evaluation indexes between "exhibition ability" and "classroom debate", and the score of "exhibition ability" has the highest explanatory power to the total score of evaluation. In addition, through this study, the author believes that classroom teaching evaluation can promote the cultivation of core literacy; authenticity task is the carrier of core literacy training; classroom evaluation should ensure the completion of authenticity task; The evaluation based on core literacy is not carried out for evaluation, and the evaluation based on core literacy needs to establish the evaluation index system scientifically.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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