本文關(guān)鍵詞： 學(xué)業(yè)評價 課程標(biāo)準 學(xué)業(yè)水平測試 一致性 能力　出處：《聊城大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教學(xué)評價是教學(xué)過程的重要環(huán)節(jié),是檢查教學(xué)質(zhì)量的重要手段。初中學(xué)業(yè)水平測試既是義務(wù)教育階段學(xué)生的結(jié)業(yè)考試,又是高級中學(xué)錄取新生的重要參考依據(jù),因此,學(xué)業(yè)水平測試試題的考查內(nèi)容、考查形式對學(xué)生的學(xué)、教師的教都將產(chǎn)生直接而重要的影響。本文通過對山東省濰坊、聊城兩個地市初中生物學(xué)學(xué)業(yè)水平測試題進行分析、比較,探討初中學(xué)業(yè)水平測試的內(nèi)容、范圍及規(guī)律,以期對初中生物學(xué)教學(xué)質(zhì)量的提高和促進學(xué)生的全面發(fā)展提供有益的參考。本文選擇濰坊、聊城兩市2014年-2016年初中學(xué)業(yè)水平考試生物學(xué)試題與生物學(xué)課程標(biāo)準作為分析對象,采用SEC模式下的定量分析方法,探究兩市初中生物學(xué)學(xué)業(yè)水平試題內(nèi)容與課程標(biāo)準之間的一致性水平。將生物學(xué)課程標(biāo)準中的知識內(nèi)容與學(xué)業(yè)水平試題考察內(nèi)容,按照“內(nèi)容主題”和“認知水平”兩個維度進行統(tǒng)計,并計入具有相同結(jié)構(gòu)的表格中。內(nèi)容主題以《義務(wù)教育生物學(xué)課程標(biāo)準(2011版)》中的十個一級主題加以分類,依照課程標(biāo)準中所使用的行為動詞,把認知水平分為了解、理解、應(yīng)用三個層次,建立10×3(即十個主題、三個水平層次)的二維矩陣。為保證變量之間的可比性,將表格中的數(shù)值進行標(biāo)準化處理,運用波特一致性計算公式得到一致性系數(shù)�！读x務(wù)教育生物學(xué)課程標(biāo)準(2011版)》中共有124個具體內(nèi)容,將其隨機賦值到一個10×3的矩陣表格中,將試卷總分即100分以同樣的方式賦值到另一個相同的矩陣表格中,對兩個表格數(shù)據(jù)進行標(biāo)準化處理,計算出P值,將這樣的過程重復(fù)15000次,得到波特一致性系數(shù)參考值P0=0.6214。將得到的濰坊、聊城兩市試題與課程標(biāo)準之間的的波特一致性系數(shù)與參考值P0進行比較發(fā)現(xiàn),濰坊市生物學(xué)試題與課程標(biāo)準之間存在較高一致性,而聊城市的試題與課程標(biāo)準的一致性偏低。通過兩市學(xué)業(yè)水平測試題中的題目分析,展現(xiàn)試題對學(xué)生能力的考查和情感態(tài)度與價值觀的考查情況。分析發(fā)現(xiàn),兩市在學(xué)業(yè)水平測試試題編制上突顯“能力立意”,注重考查學(xué)生對知識的理解能力、運用能力,也注重對生物學(xué)探究能力和知識獲取能力的測試。在情感態(tài)度與價值觀的檢測方面,重視考察學(xué)生的科學(xué)態(tài)度、環(huán)保意識以及愛家愛國的情感。最后,分別歸納總結(jié)兩市初中學(xué)業(yè)水平考試生物試題的特點,結(jié)合一致性結(jié)果分析,得到結(jié)論與啟示�！读x務(wù)教育生物學(xué)課程標(biāo)準(2011版)》是命題與教學(xué)的重要依據(jù),命題者與教師都需要對課程標(biāo)準認真研讀,通過命制符合課程標(biāo)準的生物學(xué)試題,來促進學(xué)生的思維發(fā)展,提高學(xué)生的能力與拓寬的他們知識面。
[Abstract]:Teaching evaluation is an important link in the teaching process and an important means of checking the teaching quality. The junior middle school academic level test is not only the compulsory education stage student's graduation examination, but also is the important reference basis for the senior middle school to admit the new students, therefore, The content and form of the academic proficiency test will have a direct and important impact on students' learning and teachers' teaching. This paper analyzes the biological academic level test of Weifang and Liaocheng junior middle schools in Shandong Province. In order to improve the teaching quality of biology in junior high school and promote students' overall development, this paper discusses the content, scope and rules of junior high school academic level test. From 2014 to 2016, the biology test and biology curriculum standard of Liaocheng and Liaocheng City Junior Middle School academic level examination were used as the object of analysis, and the quantitative analysis method based on SEC model was adopted. This paper probes into the consistency level between the content of the biological academic level test and the curriculum standard in the two cities. The contents of the knowledge content and the academic level test question in the biology curriculum standard are investigated. According to the two dimensions of "content subject" and "level of cognition" and included in a table with the same structure. The content topics are classified into ten first-level themes in the Biology Curriculum Standard for compulsory Education 2011, According to the behavioral verbs used in the curriculum standard, the cognitive level is divided into three levels: understanding, understanding and applying, and a two-dimensional matrix of 10 脳 3 (that is, ten topics and three levels) is established to ensure the comparability between variables. The numerical value in the table is standardized, and the consistency coefficient is obtained by using Porter's consistency formula. There are 124 concrete contents in total, which are randomly assigned to a 10 脳 3 matrix table. The total score of the test paper, that is, 100 points, was assigned in the same way to another same matrix table, the data of the two tables were standardized, the P value was calculated, and the process was repeated 15000 times. The Potter consistency coefficient of Weifang, Liaocheng City and the reference value P0 are compared with the reference value P0. It is found that there is a high consistency between the biological test and the curriculum standard in Weifang. However, the consistency between the test questions and the curriculum standards in Liaocheng City is low. Through the analysis of the questions in the two cities' academic level test, it shows the examination of students' ability and emotional attitude and values. The two cities have highlighted the "ability intention" in the compilation of the academic proficiency test questions, focusing on the students' understanding of knowledge and their ability to use it. We also pay attention to the testing of biological inquiry ability and knowledge acquisition ability. In the aspect of emotional attitude and value testing, we also pay attention to examining students' scientific attitude, environmental protection consciousness and love for family and patriotism. Finally, This paper sums up the characteristics of biology test of junior high school level examination in two cities, analyses the consistency result, and obtains the conclusion and enlightenment. < Biology Curriculum Standard of compulsory Education 2011] > is the important basis for proposition and teaching. Both propositions and teachers need to study the curriculum standards carefully, and to promote the development of students' thinking, improve students' ability and broaden their knowledge by ordering biological examination questions in accordance with curriculum standards.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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