本文選題：表現(xiàn)標(biāo)準(zhǔn)　切入點：學(xué)科能力　出處：《華東師范大學(xué)》2014年博士論文　論文類型：學(xué)位論文

【摘要】：我們正在經(jīng)歷一場史無前例地追求教育質(zhì)量的運動。在這場運動中,作為學(xué)業(yè)質(zhì)量要求的標(biāo)志——表現(xiàn)標(biāo)準(zhǔn)被世界各國視為監(jiān)測、保障國家教育質(zhì)量的關(guān)鍵所在。然而,表現(xiàn)標(biāo)準(zhǔn)在我國缺席已久,嚴(yán)重阻礙基礎(chǔ)教育質(zhì)量監(jiān)測與保障體系的建立,研制表現(xiàn)標(biāo)準(zhǔn)具有重大的理論價值與現(xiàn)實意義。 本研究在我國“追求公平,提高質(zhì)量”教育改革背景下,運用歷史研究法、問卷調(diào)查法、案例研究法,具體探討“我國何以亟需表現(xiàn)標(biāo)準(zhǔn)”、“基于學(xué)科能力的表現(xiàn)標(biāo)準(zhǔn)是什么”、“如何研制基于學(xué)科能力的表現(xiàn)標(biāo)準(zhǔn)”三個基本問題。 第一章通過考察美國、英國、澳大利亞、德國、瑞士、芬蘭、新南威爾士、臺灣等國家或地區(qū)的教育改革,指出表現(xiàn)標(biāo)準(zhǔn)在當(dāng)今基于標(biāo)準(zhǔn)的國際教育改革中發(fā)揮著關(guān)鍵作用。反觀我國,由于表現(xiàn)標(biāo)準(zhǔn)的缺席,導(dǎo)致教育系統(tǒng)的發(fā)展方向迷失,基礎(chǔ)教育課程改革無法深入推進(jìn)。 第二章通過考察表現(xiàn)標(biāo)準(zhǔn)的歷史演變,明晰了現(xiàn)代意義上的表現(xiàn)標(biāo)準(zhǔn)源于學(xué)科能力,是學(xué)科能力的表征,并將其界定為：以課程與教學(xué)為取向,指向?qū)W科能力要求,描述學(xué)生掌握內(nèi)容標(biāo)準(zhǔn)程度與證據(jù)的規(guī)范化學(xué)習(xí)結(jié)果。 第三章進(jìn)一步探討了學(xué)科能力的基本內(nèi)涵,并基于各國教育標(biāo)準(zhǔn)與大型的國際評價項目的考察構(gòu)建出一種由學(xué)科能力、學(xué)科領(lǐng)域、認(rèn)知要求、表現(xiàn)水平與描述、問題情境構(gòu)成的學(xué)科能力模型的分析框架,進(jìn)而重點剖析了如何通過學(xué)科能力模型實現(xiàn)學(xué)科能力向表現(xiàn)標(biāo)準(zhǔn)的轉(zhuǎn)化。 第四章從組織架構(gòu)、研制路徑、研制流程三個方面考察、比較各國、地區(qū)表現(xiàn)標(biāo)準(zhǔn)的研制程序,進(jìn)而基于這些國際經(jīng)驗和本土現(xiàn)實,就我國將來開發(fā)表現(xiàn)標(biāo)準(zhǔn)所需的研制程序做出了理性的思考。 第五章聚焦于表現(xiàn)標(biāo)準(zhǔn)的編制,系統(tǒng)地探討了把學(xué)科能力具體化于表現(xiàn)標(biāo)準(zhǔn)基本構(gòu)成要素所需的五項關(guān)鍵技術(shù),即明確學(xué)科能力轉(zhuǎn)化為表現(xiàn)標(biāo)準(zhǔn)的方式、選擇表現(xiàn)標(biāo)準(zhǔn)的呈現(xiàn)方式、擬定表現(xiàn)水平、撰寫表現(xiàn)水平描述語、確定表現(xiàn)樣例。 第六章結(jié)合上述的程序與技術(shù),開發(fā)了一個基于數(shù)學(xué)建模能力的表現(xiàn)標(biāo)準(zhǔn)案例,期望通過與實踐的對話,以說明開發(fā)基于學(xué)科能力表現(xiàn)標(biāo)準(zhǔn)的專業(yè)性與復(fù)雜性,為我國將來研制表現(xiàn)標(biāo)準(zhǔn)提供參考建議。
[Abstract]:We are experiencing an unprecedented campaign for the quality of education, in which performance standards, which are the hallmarks of academic quality requirements, are seen by countries around the world as the key to monitoring and ensuring the quality of national education. The standard of performance has been absent for a long time in our country, which seriously hinders the establishment of quality monitoring and guarantee system of basic education. Therefore, the development of performance standard has great theoretical value and practical significance. Under the background of "pursuing fairness and improving quality" in our country, this study applies the methods of historical research, questionnaire investigation and case study. This paper discusses three basic problems: "how to develop the performance standard based on the subject ability", "what is the performance standard based on the subject ability" and "how to develop the performance standard based on the subject ability". The first chapter examines the educational reforms in the United States, the United Kingdom, Australia, Germany, Switzerland, Finland, New South Wales, Taiwan and other countries or regions. It is pointed out that the performance standard plays a key role in the international education reform based on standards. In contrast, the absence of performance standards leads to the loss of the development direction of the education system, and the basic education curriculum reform cannot be further promoted. Chapter two, by investigating the historical evolution of the performance standard, clarifies that the performance standard in the modern sense originates from the subject ability and is the representation of the subject ability, and defines it as: taking the curriculum and teaching as the orientation, pointing to the requirement of the subject ability. Describe the standardized learning results of students' mastery of content standards and evidence. The third chapter further discusses the basic connotation of the subject competence, and based on the educational standards of various countries and the investigation of the large-scale international evaluation project, constructs a kind of knowledge requirement, performance level and description by the subject ability, the discipline domain, the cognition request, the expression level and the description. The analysis frame of subject ability model based on problem situation, and how to realize the transformation from subject ability model to performance standard by subject ability model is analyzed. In the fourth chapter, from three aspects of organizational structure, development path and development process, we compare the development procedures of performance standards in various countries and regions, and then base on these international experiences and local realities. This paper makes a rational thinking about the development procedure of the performance standard in the future in our country. The fifth chapter focuses on the compilation of performance standards, and systematically discusses the five key technologies needed to make the subject competence specific to the basic constituent elements of the performance standard, that is, the way that the subject ability is transformed into the performance standard. Choose the presentation of the performance standard, draw up the performance level, write the performance description, and determine the performance sample. The sixth chapter combines the above procedures and techniques to develop a representation standard case based on mathematical modeling ability, hoping to illustrate the professionalism and complexity of developing the performance standard based on discipline competence through dialogue with practice. It provides reference suggestions for the future development of performance standards in China.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G420

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉堯;中國教育評價發(fā)展歷史述評[J];北京工業(yè)大學(xué)學(xué)報(社會科學(xué)版);2003年03期

2 馮忠良;能力的類化經(jīng)驗說[J];北京師范大學(xué)學(xué)報;1986年01期

3 D·勞頓,石偉平;1988年以來的英國“國家課程”[J];華東師范大學(xué)學(xué)報(教育科學(xué)版);1996年04期

4 陳桂生;《學(xué)記》綱要[J];華東師范大學(xué)學(xué)報(教育科學(xué)版);2004年03期

5 程家福,王仁富,武恒;簡論我國心理測量的歷史、現(xiàn)狀與趨勢[J];合肥工業(yè)大學(xué)學(xué)報(社會科學(xué)版);2001年S1期

6 柯森;課程標(biāo)準(zhǔn)起源和演進(jìn)的歷史考察[J];華南師范大學(xué)學(xué)報(社會科學(xué)版);2004年06期

7 肖鋒;五種課堂教學(xué)目標(biāo)編寫模式述評[J];杭州師范學(xué)院學(xué)報;2000年04期

8 黃穎;吳俊明;;淺議PISA科學(xué)素養(yǎng)評估的發(fā)展變化[J];化學(xué)教學(xué);2010年01期

9 林崇德;;論學(xué)科能力的結(jié)構(gòu)與特點[J];教學(xué)月刊(小學(xué)版);2002年01期

10 許明,胡曉鶯;美國基礎(chǔ)教育課程標(biāo)準(zhǔn)述評[J];教育研究;2002年03期

，

本文編號：1646350