本文選題：小學(xué)科學(xué) + 基于課程標(biāo)準(zhǔn)��； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：隨著科技迅猛的發(fā)展,科學(xué)教育也被世界所矚目。各國紛紛進行課程改革并制定相應(yīng)的課程標(biāo)準(zhǔn)�！度罩屏x務(wù)教育科學(xué)(3~6)課程標(biāo)準(zhǔn)》(實驗稿)是小學(xué)科學(xué)課程的指導(dǎo)性文件,其中對該課的性質(zhì)、理念、目標(biāo)、內(nèi)容、教學(xué)及評價等進行了詳細(xì)具體的論述。并強調(diào)“小學(xué)科學(xué)課程是以培養(yǎng)科學(xué)素養(yǎng)為宗旨的科學(xué)啟蒙課”。其中,《全日制義務(wù)教育科學(xué)(3~6)課程標(biāo)準(zhǔn)》(實驗稿)不但是教師教學(xué)實踐的關(guān)鍵性指導(dǎo),同時是學(xué)業(yè)評價實施地重要的基礎(chǔ),是學(xué)業(yè)評價達至公平的基石,并承擔(dān)著學(xué)業(yè)評價的功能與職責(zé)。目前在國際考試命題的過程中,相關(guān)測試工具的開發(fā)設(shè)計需要以課程標(biāo)準(zhǔn)為基礎(chǔ),故而學(xué)業(yè)評價應(yīng)建立在課程標(biāo)準(zhǔn)之上即基于課程標(biāo)準(zhǔn)而又高于課程標(biāo)準(zhǔn)。這要把小學(xué)科學(xué)的課程標(biāo)準(zhǔn)相應(yīng)的轉(zhuǎn)化為學(xué)業(yè)評價的評價標(biāo)準(zhǔn),用來約束學(xué)業(yè)評價的理念,開發(fā)評價測試框架,界定評價范圍與內(nèi)容及認(rèn)知維度,滿足公眾問責(zé),診斷與改進教學(xué)。為了考量小學(xué)生學(xué)習(xí)與發(fā)展的實際狀況,應(yīng)進行教育質(zhì)量方面的監(jiān)測與問責(zé),以期改善教學(xué)、激發(fā)學(xué)習(xí)、實現(xiàn)課程宗旨即提高小學(xué)生的科學(xué)素養(yǎng)。那么,就需要開發(fā)相應(yīng)的測量工具進行小學(xué)科學(xué)學(xué)業(yè)評價。當(dāng)前的學(xué)業(yè)評價的考察維度較單一。鑒于嚴(yán)峻的競爭與艱難的挑戰(zhàn),要想全面的診斷與激發(fā)小學(xué)生高效的學(xué)習(xí),學(xué)業(yè)評價維度急需擴大。本研究主要依據(jù)當(dāng)前國際測評項目、教育目標(biāo)分類理論并結(jié)合我國的《小學(xué)科學(xué)的課程標(biāo)準(zhǔn)》和評價實踐以及小學(xué)生自身的特點從理論和實踐兩個層面進行研究,從而構(gòu)建基于課程標(biāo)準(zhǔn)、科學(xué)、合理的測試框架。并編制相應(yīng)的命題雙向細(xì)目表。以期憑紙筆測試考查小學(xué)五年級學(xué)生的科學(xué)素養(yǎng)。
[Abstract]:With the rapid development of science and technology, science education is also attracting the attention of the world. Various countries have carried out curriculum reform and set up corresponding curriculum standards. < full time compulsory education science (3~6) curriculum standard > (experimental draft) "is the guiding document of primary science curriculum, which is detailed in the nature, concept, goal, content, teaching and evaluation of the course. It emphasizes that "the primary science curriculum is a scientific enlightenment course with the aim of cultivating scientific literacy". Among them, the curriculum standard of full time compulsory education science (3~6) is not only the key guidance of the teaching practice of teachers, but also the important foundation for the implementation of academic evaluation, and is the cornerstone of fairness in academic evaluation. In the course of the international examination proposition, the development and design of related testing tools should be based on the curriculum standards, so the academic evaluation should be based on the curriculum standard, which is based on the curriculum standard and higher than the curriculum standard. The evaluation criteria are used to constrain the concept of academic evaluation, develop the framework of evaluation and test, define the scope and content and cognitive dimension of the evaluation, meet the public accountability, diagnose and improve the teaching. In order to examine the actual situation of pupils' learning and development, the monitoring and accountability of the quality of education should be carried out in order to improve the teaching and stimulate the learning. The purpose of the present course is to improve the scientific literacy of primary school students. Then, it is necessary to develop the corresponding measurement tools for the evaluation of primary school science. The current academic evaluation has a relatively single dimension. In view of the severe competition and difficult challenges, it is necessary to make a comprehensive diagnosis and stimulate the high efficiency of primary school students, and the dimension of academic evaluation needs to be expanded urgently. The research is based on the current international evaluation project, the theory of educational goal classification and the study of the two levels of theory and practice in combination with the curriculum standards of primary science and evaluation practice and the characteristics of primary school students, thus building a framework of testing based on curriculum standards, scientific and reasonable. Table. To test the scientific literacy of grade five students in primary schools with pen and paper tests.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.6

【參考文獻】

相關(guān)期刊論文 前10條

1 劉啟亮;孔外平;;談?wù)勑睦砼c教育測量理論的發(fā)展[J];重慶科技學(xué)院學(xué)報(社會科學(xué)版);2008年02期

2 張雨強;崔允o7;;義務(wù)教育階段學(xué)生科學(xué)學(xué)業(yè)成就評價框架的初步開發(fā)[J];華東師范大學(xué)學(xué)報(教育科學(xué)版);2010年03期

3 崔允o7;夏雪梅;;試論基于課程標(biāo)準(zhǔn)的學(xué)生學(xué)業(yè)成就評價[J];課程.教材.教法;2007年01期

4 朱偉強;崔允o7;;基于課程標(biāo)準(zhǔn)的教學(xué):一個實踐模型[J];江蘇教育;2012年Z3期

5 張懷斌;;基于“標(biāo)準(zhǔn)”的學(xué)生學(xué)業(yè)成就真實性評價[J];教學(xué)與管理;2014年06期

6 洪松舟;汪琪;;區(qū)域教育質(zhì)量監(jiān)測的幾個基礎(chǔ)性問題[J];當(dāng)代教育科學(xué);2009年17期

7 崔允o7;邵朝友;;如何基于標(biāo)準(zhǔn)命題:從雙向細(xì)目表走向測驗設(shè)計框架[J];上海教育科研;2007年08期

8 房培祥;;關(guān)于普通高中學(xué)業(yè)水平考試的現(xiàn)狀及反思[J];青春歲月;2013年18期

9 韓芳;李維U，

本文編號：2020223