本文關(guān)鍵詞：基于Webb模式的高中物理學(xué)業(yè)水平考試與課程標(biāo)準(zhǔn)的一致性分析　出處：《曲阜師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中學(xué)業(yè)水平考試 物理試卷 課程標(biāo)準(zhǔn) Webb一致性分析模式

【摘要】：本文用Webb模式分析山東、云南、浙江、江蘇、河北、湖南和廣東省的高中物理學(xué)業(yè)水平考試試卷(后文簡稱“試卷”)與《普通高中物理課程標(biāo)準(zhǔn)》(后文簡稱“課程標(biāo)準(zhǔn)”)的一致性。各省高中物理學(xué)業(yè)水平考試內(nèi)容都是由必修和選修兩大部分構(gòu)成,必修包括物理1和物理2,選修包括選修1-1、選修2-1和選修3-1。本文以課程標(biāo)準(zhǔn)五個模塊中的13個二級主題作為分析的內(nèi)容主題,將課程標(biāo)準(zhǔn)中的學(xué)習(xí)水平改進(jìn)得到“了解”“理解”“應(yīng)用”“實驗/探究”4個學(xué)習(xí)水平,形成13個主題、4個學(xué)習(xí)水平的分析框架,以此從Webb模式的4個維度分析試卷與課程標(biāo)準(zhǔn)的一致性。研究結(jié)果表明,7個省份的試卷在Webb模式的4個評價維度上一致性最好的都是知識分布平衡性,其次是知識深度,再次之的是對知識種類的考查,一致性最差的是知識廣度。從試卷覆蓋的內(nèi)容主題看,“經(jīng)典力學(xué)的成就與局限性”這一主題上浙江的兩份試卷未進(jìn)行考查,“電磁技術(shù)與社會發(fā)展”這一主題上云南(含選修1-1)試卷未進(jìn)行考查,“家用電器與信息技術(shù)”這一主題上山東、云南、江蘇、河北和湖南的試卷均未進(jìn)行考查。在其他主題上所有試卷都進(jìn)行了考查。表明個別省份忽略了對這3個內(nèi)容主題的考查。在4個維度上均達(dá)到一致性的內(nèi)容主題包括“運(yùn)動的描述”“相互作用與運(yùn)動規(guī)律”“拋體運(yùn)動與圓周運(yùn)動”“電磁現(xiàn)象與規(guī)律”和“家用電器與日常生活”5個主題,說明各省份對這5個內(nèi)容主題的考查好于其他8個內(nèi)容主題,但各省份在這5個內(nèi)容主題上的考查各有側(cè)重�？傮w來看,學(xué)業(yè)水平考試考查的范圍與課程標(biāo)準(zhǔn)不一致,且在每一主題上的考查集中在少數(shù)知識點上,但在考查的知識點上試題數(shù)目分布的平衡性較好,且對知識點考查程度的把握符合課程標(biāo)準(zhǔn)。
[Abstract]:This paper uses Webb model to analyze Shandong, Yunnan, Zhejiang, Jiangsu and Hebei. The examination paper of senior high school physics level examination in Hunan and Guangdong Province (hereinafter referred to as "examination paper") and the ordinary senior high school physics curriculum standard (hereinafter referred to as "curriculum standard"); The content of the high school physics level examination in each province is made up of two parts: compulsory and optional. Compulsory courses include physics 1 and physics 2, optional courses include elective courses 1-1, elective 2-1 and elective 3-1.This paper takes 13 secondary topics in the five modules of curriculum standard as the content theme of the analysis. To improve the learning level in the curriculum standard, we can get the four learning levels of "understanding", "understanding", "application", "experiment / inquiry", and form an analytical framework of 13 topics and 4 learning levels. This paper analyzes the consistency between the test paper and the curriculum standard from the four dimensions of the Webb model. In the four evaluation dimensions of Webb model, the best consistency of the examination papers in seven provinces is the balance of knowledge distribution, followed by the depth of knowledge, and the examination of the types of knowledge. The worst consistency is the breadth of knowledge. From the content theme covered by the test paper, "achievements and limitations of Classical Mechanics", two papers in Zhejiang Province were not examined. "electromagnetic technology and social development" on the subject of Yunnan (including elective 1-1) papers were not examined, "Home Appliances and Information Technology" on the theme of Shandong, Yunnan, Jiangsu. The examination papers in Hebei and Hunan were not examined. All the papers were examined on other subjects. It shows that some provinces have neglected to examine the three content themes. Including " The description of motion "interaction and law of motion", "projectile motion and circular motion," "electromagnetic phenomena and laws" and "Home appliances and daily life" five themes. It shows that the examination of the five content themes in each province is better than the other 8 content themes, but each province has its own emphasis on the five content themes. The scope of the examination is inconsistent with the curriculum standard, and the examination on each subject is concentrated on a few knowledge points, but the distribution of the number of test questions is better balanced in the knowledge points. And the degree of knowledge examination in accordance with the curriculum standards.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7

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