【摘要】：科學(xué)素養(yǎng)已成為現(xiàn)代人必備的素養(yǎng)之一,從提出以來(lái),其內(nèi)涵不斷豐富,現(xiàn)已成為國(guó)際上眾所周知的熱門(mén)話題、教育口號(hào)。而科學(xué)素養(yǎng)本身范圍的豐富性和內(nèi)容的復(fù)雜性,又決定了對(duì)其評(píng)估的多樣性和困難性。對(duì)小學(xué)四年級(jí)學(xué)生科學(xué)素養(yǎng)評(píng)估進(jìn)行研究,有助于我國(guó)小學(xué)科學(xué)素養(yǎng)評(píng)估盡快規(guī)范化、規(guī)�；�。本研究選擇美國(guó)教育評(píng)估系統(tǒng)的ECD模型進(jìn)行評(píng)估設(shè)計(jì)和實(shí)施,前期的領(lǐng)域分析和領(lǐng)域建模層對(duì)我國(guó)小學(xué)科學(xué)課程標(biāo)準(zhǔn)、NAEP和TIMSS科學(xué)素養(yǎng)評(píng)估進(jìn)行分析和總結(jié)；中期的概念評(píng)估框架層以蘇教版小學(xué)科學(xué)課程內(nèi)容為主,建立學(xué)生模式,以2000年、2005年、2009年NAEP公開(kāi)的四年級(jí)科學(xué)評(píng)估試題和2003年、2007年、2011年TIMSS公開(kāi)的四年級(jí)科學(xué)評(píng)估試題為材料,建立證據(jù)模式、任務(wù)模式,再結(jié)合現(xiàn)狀確定組合模式、呈現(xiàn)模式和交付系統(tǒng)模式；后期的評(píng)估預(yù)實(shí)驗(yàn)和評(píng)估交付層,以四進(jìn)程交付結(jié)構(gòu)進(jìn)行評(píng)估交付,最后依據(jù)數(shù)據(jù)處理中心的數(shù)據(jù)對(duì)本次評(píng)估進(jìn)行分析。分析評(píng)估結(jié)果,發(fā)現(xiàn)不同班級(jí)學(xué)生在生命科學(xué)領(lǐng)域、物質(zhì)科學(xué)領(lǐng)域、地球和空間科學(xué)領(lǐng)域的表現(xiàn)是不同的,學(xué)生的科學(xué)素養(yǎng)得分非常高的人數(shù)依然太少,大多數(shù)處于中等水平；在科學(xué)認(rèn)知維度,學(xué)生在知道和應(yīng)用層次的表現(xiàn)較好,在推理層次的表現(xiàn)稍遜。建議以后對(duì)學(xué)生的科學(xué)素養(yǎng)評(píng)估能系統(tǒng)化進(jìn)行,對(duì)我國(guó)小學(xué)生科學(xué)素養(yǎng)進(jìn)行橫向和縱向研究。
[Abstract]:Scientific literacy has become one of the essential qualities of modern people. Since it was put forward, its connotation has been enriched, and it has become a popular topic in the world, the slogan of education. The richness of scientific literacy itself and the complexity of its content determine the diversity and difficulty of its evaluation. The research on the scientific literacy evaluation of the fourth grade students in primary school is helpful to standardize and scale the scientific literacy assessment of primary schools in our country as soon as possible. In this study, the ECD model of American Education Evaluation system is selected for evaluation design and implementation, and the previous domain analysis and domain modeling layer are used to analyze and summarize the assessment of scientific literacy of China's primary school science curriculum standard (NAEP and TIMSS). In the middle stage of the conceptual evaluation framework, the primary school science curriculum content is the main content, and the student model is established. The fourth grade science assessment questions published by NAEP in 2000, 2005 and 2009, and the fourth grade science assessment questions published in 2003, 2007 and 2011 by TIMSS, are used as materials. Establish the evidence model, task model, combine the status quo to determine the combination model, presentation model and delivery system model; the later evaluation pre-experiment and evaluation delivery layer, with four-process delivery structure for evaluation delivery, Finally, the evaluation is analyzed according to the data of the data processing center. Analysis and evaluation results show that students in different classes in the field of life science, physical science, earth and space science are different, the number of students with very high scores of scientific literacy is still too small, most of them are at the medium level; In the dimension of scientific cognition, the students' performance in the level of knowledge and application is better than that in the level of reasoning. It is suggested that the evaluation of students' scientific literacy should be systematized, and the horizontal and vertical research on the scientific literacy of primary school students in China should be carried out.
【學(xué)位授予單位】：東南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G623.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 夏小俊;顧乃景;柏毅;;TIMSS 2015與NAEP 2015科學(xué)評(píng)估框架的比較研究[J];考試研究;2016年01期

2 馮翠典;;“以證據(jù)為中心”的教育評(píng)價(jià)設(shè)計(jì)模式簡(jiǎn)介[J];上海教育科研;2012年08期

3 任定成;鄭丹;;美國(guó)公民科學(xué)技術(shù)素質(zhì)標(biāo)準(zhǔn)的設(shè)立和演變[J];貴州社會(huì)科學(xué);2010年01期

4 喬輝;;基于證據(jù)的考試設(shè)計(jì)理念(ECD)介紹[J];中國(guó)考試(研究版);2007年12期

5 李士;“2061計(jì)劃”和科學(xué)素養(yǎng)基準(zhǔn)[J];民主與科學(xué);2004年03期

6 魏冰;“科學(xué)素養(yǎng)”探析[J];比較教育研究;2000年S1期

相關(guān)碩士學(xué)位論文 前3條

1 解萌;不同學(xué)段小學(xué)生科學(xué)探究特點(diǎn)研究[D];首都師范大學(xué);2014年

2 陳慶;國(guó)際學(xué)生評(píng)價(jià)項(xiàng)目PISA-科學(xué)素養(yǎng)測(cè)評(píng)的研究[D];浙江師范大學(xué);2013年

3 梁潤(rùn)嬋;TIMSS、PISA、NAEP科學(xué)測(cè)試框架與測(cè)試題目的比較研究[D];廣西師范大學(xué);2009年

，

本文編號(hào)：2222521