本文選題：初中物理　切入點：課程標準　出處：《華中師范大學》2015年碩士論文

【摘要】：近年來世界范圍內(nèi)陸續(xù)展開基于課程標準的課程改革,我國也對現(xiàn)階段課程標準進行了全面的審視、系統(tǒng)的梳理修訂及完善,并在此基礎上展開了第八次基礎教育改革。本次基礎教育改革在課程標準、教材、教學、考試評價等方面都有深刻革新。要提高教育教學質(zhì)量,課程標準與教學內(nèi)容及考試評價的一致性成為當前課程改革領域研究的重要課題。因此開展物理中考與課程標準中內(nèi)容標準的一致性關系研究具有重要的意義。本文在分析當前一致性研究工具的基礎上,借鑒了SEC分析模式和韋伯分析模式,采用量化分析方式,評價中考試卷與物理課程標準的符合程度。本文選取了我國30個省會城市(包括直轄市)2013、2014兩年60份中考物理試卷,分別從整體一致性、內(nèi)容主題一致性、認知水平一致性三個方面宏觀分析了試卷與課程標準的一致性程度；并選取南京市、武漢市、蘭州市2013年中考物理試卷,借鑒韋伯分析模式,從知識種類、知識深度、知識廣度、知識分布平衡性四個維度分析與課程標準的一致性。結(jié)果顯示,60份試卷與課程標準的整體一致性較低；在內(nèi)容維度上：試卷對“物態(tài)變化”“機械運動”“功和能”的考查整體低于課程標準要求,“物質(zhì)的屬性”“聲和光”內(nèi)容主題與課程標準一致性較好,“力”“電和磁”超出課程標準要求；在認知維度上：中考物理試題在“了解水平”上整體低于課程標準要求,一致性差,在“認識水平”“理解水平”上考查平均水平高于課程標準要求,在“操作技能”“探究”上考查平均水平與課程標準符合較好,可以看出中考試題認知維度的整體一致性偏低,考查深度偏難；在南京、武漢、蘭州三市2013年中考物理試卷與課標的一致性微觀研究中,南京市試卷一致性程度優(yōu)于其他兩市。最后針對研究結(jié)果展開歸因分析,并對提高課程標準與學業(yè)評價一致性提出建議。一致性研究是從再評價的視角審視評價項目,檢測評價項目與課程標準的一致性水平。將一致性分析程序引入到實踐教學當中,有助于提高學業(yè)評價的指向性和有效性,能夠為試題的命制提供確切的指向,調(diào)試物理課程的運行,優(yōu)化教師教學,促進教師發(fā)展,提升教育質(zhì)量。
[Abstract]:In recent years, the curriculum reform based on curriculum standard has been carried out all over the world, and our country has also carried out a comprehensive examination of the present curriculum standard, systematically revised and perfected it, and launched the eighth basic education reform on this basis.The basic education reform in curriculum standards, teaching materials, teaching, test evaluation and other aspects of profound innovation.In order to improve the quality of education and teaching, the consistency of curriculum standard, teaching content and examination evaluation has become an important subject in the field of curriculum reform.Therefore, it is of great significance to study the consistency between physical examination and curriculum standards.On the basis of analyzing the current research tools of consistency, this paper draws lessons from the SEC and Weber analysis models, and evaluates the degree of conformity between the middle school examination papers and the physics course standards by using the quantitative analysis method.This paper selects 60 physics examination papers from 30 provincial capitals (including municipalities directly under the Central Government) in 2014 and 2014, respectively from the overall consistency, the content theme consistency,This paper analyzes the consistency between the examination papers and the curriculum standards from three aspects of cognitive consistency, and selects the physics examination papers in Nanjing, Wuhan and Lanzhou in 2013, drawing on Webb analysis model, from the types of knowledge, the depth of knowledge,The consistency between knowledge breadth, knowledge distribution balance and curriculum standards.The results showed that the overall consistency between the test paper and the curriculum standard was low, and in the content dimension, the examination of "change of physical state" and "mechanical movement" and "work and energy" of the test paper were lower than the requirements of the curriculum standard.The contents of "Properties of matter", "Sound and Light" are in good agreement with the curriculum standard, "force" "electricity and magnetism" exceed the requirements of the curriculum standard; in cognitive dimension: the physics examination questions of the middle school test are generally lower than the requirements of the curriculum standard on the "level of understanding".The consistency is poor, the average level of examination is higher than the requirement of curriculum standard in "understanding level" and "understanding level", and the average level of examination on "operation skill" and "inquiry" accords well with curriculum standard.It can be seen that the overall consistency of the cognitive dimension of the middle school examination questions is low and the depth of examination is on the low side; in the microscopic research on the consistency of physics papers and curriculum standards in 2013 in three cities of Nanjing, Wuhan and Lanzhou, the consistency degree of Nanjing test papers is better than that of the other two cities.Finally, the attribution analysis is carried out in the light of the results of the study, and some suggestions are put forward to improve the consistency between curriculum standards and academic evaluation.Consistency research is to examine the evaluation items from the perspective of re-evaluation and to examine the consistency level between the evaluation items and the curriculum standards.The introduction of consistency analysis program into practical teaching will help to improve the orientation and effectiveness of academic evaluation, provide a definite direction for the command system of test questions, debug the operation of physics courses, optimize teachers' teaching, and promote the development of teachers.Improve the quality of education.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7

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本文編號：1714897