【摘要】：上世紀90年代以來,世界各國普遍推行基于標準的課程改革,在基于標準的課程體系中,課程標準集中體現(xiàn)了教育改革的理念,是衡量教育質量的準繩,也是教育評價的參照對象。然而,一旦評價與課程標準不一致,便會成為教育改革的瓶頸,阻礙課程改革理念的實現(xiàn)。在此背景下研究學業(yè)評價與課程標準的一致性日益成為教育研究領域的熱門話題。伴隨著我國教育改革的不斷推進,保證學業(yè)評價與課程標準相一致的重要性已經得到我國學者的普遍承認。但是在我國關于如何測量學業(yè)評價與課程標準之間的一致性研究相對較少,分散到各個學科各個學段的相關研究更是鳳毛麟角。初中學業(yè)水平考試,是義務教育階段的終結性考試,其考試成績是學生能否合格畢業(yè)、高中招生的主要參照。研究初中數(shù)學學業(yè)水平考試與課程標準之間的一致性有重要的理論意義和實踐價值。本研究借鑒Sec一致性研究模式構建我國初中學段數(shù)學學業(yè)評價與課程標準研究框架。研究過程重點解決三方面的問題:(1)如何在已有理論基礎上構建初中學業(yè)水平考試與課程標準一致性研究框架(2)如何對課程標準和試卷進行編碼(3)如何進行數(shù)據(jù)分析。圍繞這些問題論文分為六個部分。第一部分,闡述一致性研究的國內外背景,確立研究問題、研究目的及其研究的可行性;第二部分,對論文中的相關詞與概念進行界定,并具體介紹了國內外關于一致性的相關理論和實踐的研究,確定本研究理論基礎;第三部分,以初中數(shù)學學業(yè)水平考試和對應課程標準為研究對象,結合Sec分析模式和我國的實際情況制定課程標準和試卷編碼原則,并按照編碼原則對試卷課程標準進行編碼。第四部分,按照Sec一致性P值計算公式分別得到各試卷的一致性P值,初步得到各年試卷與課程標準要求均不一致的結論,并從不同維度、運用不同圖表進行數(shù)據(jù)分析;第五部分,結合論文研究過程和相關文獻分析不一致產生的原因:(1)課程標準制定的科學性欠缺。(2)教師總體評價素養(yǎng)低下,選拔命題人員缺乏統(tǒng)一標準。(3)地域差異造成命題水平差異、試卷功能差異(4)一致性研究滯后;第六部分,筆者重新審視論文,分析論文的創(chuàng)新和存在的不足。
[Abstract]:Since the 1990s, standards-based curriculum reform has been widely implemented all over the world. In the standards-based curriculum system, curriculum standards embody the concept of education reform, are the criterion to measure the quality of education, and are also the reference object of education evaluation. In this context, the study of the consistency of academic evaluation and curriculum standards has become a hot topic in the field of education research. With the continuous promotion of education reform in China, the importance of ensuring the consistency of academic evaluation and curriculum standards has been widely recognized by Chinese scholars. The research on how to measure the consistency between academic evaluation and curriculum standards is relatively few, and the related research scattered to each academic section is even rarer. The consistency between academic proficiency test and curriculum standards is of great theoretical and practical value. This study uses Sec consistency model for reference to construct a research framework for junior middle school mathematics academic evaluation and curriculum standards in China. Research framework of consistency between proficiency test and curriculum standards (2) How to code curriculum standards and test papers (3) How to analyze data. Papers around these issues are divided into six parts. The Related words and concepts are defined, and the domestic and foreign research on the theory and practice of consistency is introduced concretely to determine the theoretical basis of this study; the third part, taking the junior high school mathematics academic level examination and the corresponding curriculum standards as the research object, combines the Sec analysis model and the actual situation of our country to formulate the curriculum standards and test paper coding. The fourth part, according to the formula of Sec consistency P value, obtains the consistency P value of each test paper, and gets the conclusion that each year's test paper is not consistent with the requirements of the curriculum standard, and uses different charts to analyze the data from different dimensions; the fifth part, combined with the paper research. The reasons for the inconsistency of the research process and related literature analysis are as follows: (1) the lack of scientificity in the formulation of curriculum standards. (2) the low quality of teachers'overall evaluation and the lack of uniform criteria for selecting propositional personnel. (3) the regional differences lead to the differences in propositional level, and the differences in test paper function. (4) the lag of consistency research; and (6) the author re-examines the papers and analyzes the papers. Innovation and deficiency.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：2216345