【摘要】：上世紀(jì)90年代以來(lái),世界各國(guó)普遍推行基于標(biāo)準(zhǔn)的課程改革,在基于標(biāo)準(zhǔn)的課程體系中,課程標(biāo)準(zhǔn)集中體現(xiàn)了教育改革的理念,是衡量教育質(zhì)量的準(zhǔn)繩,也是教育評(píng)價(jià)的參照對(duì)象。然而,一旦評(píng)價(jià)與課程標(biāo)準(zhǔn)不一致,便會(huì)成為教育改革的瓶頸,阻礙課程改革理念的實(shí)現(xiàn)。在此背景下研究學(xué)業(yè)評(píng)價(jià)與課程標(biāo)準(zhǔn)的一致性日益成為教育研究領(lǐng)域的熱門(mén)話題。伴隨著我國(guó)教育改革的不斷推進(jìn),保證學(xué)業(yè)評(píng)價(jià)與課程標(biāo)準(zhǔn)相一致的重要性已經(jīng)得到我國(guó)學(xué)者的普遍承認(rèn)。但是在我國(guó)關(guān)于如何測(cè)量學(xué)業(yè)評(píng)價(jià)與課程標(biāo)準(zhǔn)之間的一致性研究相對(duì)較少,分散到各個(gè)學(xué)科各個(gè)學(xué)段的相關(guān)研究更是鳳毛麟角。初中學(xué)業(yè)水平考試,是義務(wù)教育階段的終結(jié)性考試,其考試成績(jī)是學(xué)生能否合格畢業(yè)、高中招生的主要參照。研究初中數(shù)學(xué)學(xué)業(yè)水平考試與課程標(biāo)準(zhǔn)之間的一致性有重要的理論意義和實(shí)踐價(jià)值。本研究借鑒Sec一致性研究模式構(gòu)建我國(guó)初中學(xué)段數(shù)學(xué)學(xué)業(yè)評(píng)價(jià)與課程標(biāo)準(zhǔn)研究框架。研究過(guò)程重點(diǎn)解決三方面的問(wèn)題:(1)如何在已有理論基礎(chǔ)上構(gòu)建初中學(xué)業(yè)水平考試與課程標(biāo)準(zhǔn)一致性研究框架(2)如何對(duì)課程標(biāo)準(zhǔn)和試卷進(jìn)行編碼(3)如何進(jìn)行數(shù)據(jù)分析。圍繞這些問(wèn)題論文分為六個(gè)部分。第一部分,闡述一致性研究的國(guó)內(nèi)外背景,確立研究問(wèn)題、研究目的及其研究的可行性;第二部分,對(duì)論文中的相關(guān)詞與概念進(jìn)行界定,并具體介紹了國(guó)內(nèi)外關(guān)于一致性的相關(guān)理論和實(shí)踐的研究,確定本研究理論基礎(chǔ);第三部分,以初中數(shù)學(xué)學(xué)業(yè)水平考試和對(duì)應(yīng)課程標(biāo)準(zhǔn)為研究對(duì)象,結(jié)合Sec分析模式和我國(guó)的實(shí)際情況制定課程標(biāo)準(zhǔn)和試卷編碼原則,并按照編碼原則對(duì)試卷課程標(biāo)準(zhǔn)進(jìn)行編碼。第四部分,按照Sec一致性P值計(jì)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(biāo)準(zhǔn)要求均不一致的結(jié)論,并從不同維度、運(yùn)用不同圖表進(jìn)行數(shù)據(jù)分析;第五部分,結(jié)合論文研究過(guò)程和相關(guān)文獻(xiàn)分析不一致產(chǎn)生的原因:(1)課程標(biāo)準(zhǔn)制定的科學(xué)性欠缺。(2)教師總體評(píng)價(jià)素養(yǎng)低下,選拔命題人員缺乏統(tǒng)一標(biāo)準(zhǔn)。(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(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉學(xué)智;馬云鵬;;美國(guó)“SEC”一致性分析范式的詮釋與啟示——基礎(chǔ)教育中評(píng)價(jià)與課程標(biāo)準(zhǔn)一致性的視角[J];比較教育研究;2007年05期

，

本文編號(hào)：2216345